Title: Teacher Attitudes Towards Online Teaching in the Covid Pandemic
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
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 elicited new situations for teachers. As schools shut down, remote teaching brought stressors for teachers. The aim of our study was to investigate teacher opinions about the new teaching environment and the occurrance of the Burnout Syndrome.
We used a questionnaire divided into 4 sections (personal data, teacher attitudes towards online teaching, teacher opinions about BS formation and its diagnostics).
337 elementary school- and 155 secondary school teachers participated in our study.
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 online teaching had both positive and negative aspects.
3) Most teachers needed lots of self-training. They felt 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 emotional discomfort. Using the ICT for teaching created tension, anxiety and exhaustion of many respondents. Teachers needed more time to prepare distant classes for next day, but they admitted new technologies brought some innovative aspects for their practice.
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