Title: Teachers and Online Teaching in the COVID Pandemic
Stream: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Presentation Type: Oral Presentation
Dana Dobrovská, Czech Technical University in Prague, Czech Republic
David Vaněček, Czech Technical University in Prague, Czech Republic
Online teaching transition during COVID-19 lockdown elicited new situations for teachers. As schools shut down for several months, remote teaching introduction brought new stressors for teachers. The aim of our study was to investigate the occurrance of the Burnout Syndrome within the teacher community.
We used quantitative method: a questionnaire was divided into 4 sections (personal data, teacher attitudes towards online teaching, teacher opinions on Burnout Syndrome formation and its diagnostics as measured by the standardized inventory).
337 elementary school- and 155 secondary school teachers participated in our study. We used the teacher Facebook platform.
1) Online teaching: 95 % of elementary school and 96 % of secondary school teachers introduced within a short time full online classes, the rest combined online teaching with other methods. 90 % of elementary school and 82 % of secondary school teachers had no previous experience with distant teaching.
2) Most teachers did not go down well with online teaching, but held the view that online teaching had both positive and negative aspects.
3) Most teachers needed lots of self-training. They felt more exhausted, their preparation was more demanding compared with standard classes.
4) Burnout Syndrome was confirmed in the emotional exhaustion dimension (36 % of elementary school teachers, 35 % of secondary school teachers), but not in depersonalization and personal accomplishment.
Teachers declared psychological discomfort. Using the ICT for online teaching created tension, anxiety and exhaustion of many respondents.
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