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Teachers' Experiences of Emergency Remote Schooling during the Pandemic: Drivers for Student and Teacher Wellbeing

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Title: Teachers' Experiences of Emergency Remote Schooling during the Pandemic: Drivers for Student and Teacher Wellbeing
Language: English
Authors: Burke, Paul F., Schuck, Sandy, Kearney, Matthew (ORCID 0000-0002-6396-0418)
Source: Australian Journal of Education. Aug 2023 67(2):124-142.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Elementary Secondary Education
Descriptors: Foreign Countries, COVID-19, Pandemics, School Closing, Well Being, Electronic Learning, Distance Education, Teacher Attitudes, Student Experience, Elementary School Teachers, Secondary School Teachers, Elementary Secondary Education
Geographic Terms: Australia
DOI: 10.1177/00049441231159666
ISSN: 0004-9441
2050-5884
Abstract: This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1384668
Database: ERIC
FullText Text:
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  Data: Teachers' Experiences of Emergency Remote Schooling during the Pandemic: Drivers for Student and Teacher Wellbeing
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  Data: <searchLink fieldCode="AR" term="%22Burke%2C+Paul+F%2E%22">Burke, Paul F.</searchLink><br /><searchLink fieldCode="AR" term="%22Schuck%2C+Sandy%22">Schuck, Sandy</searchLink><br /><searchLink fieldCode="AR" term="%22Kearney%2C+Matthew%22">Kearney, Matthew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6396-0418">0000-0002-6396-0418</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Education%22"><i>Australian Journal of Education</i></searchLink>. Aug 2023 67(2):124-142.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/00049441231159666
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  Data: This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.
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        Value: 10.1177/00049441231159666
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 19
        StartPage: 124
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: School Closing
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      – SubjectFull: Well Being
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Distance Education
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Australia
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