Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education

The International Journal of Management Education, Journal Year: 2023, Volume and Issue: 21(2), P. 100803 - 100803

Published: March 16, 2023

Literature on post-pandemic education suggests blended learning as a new balanced approach. However, little is known about teachers' and students' attitudes, emotions, perceptions of education. This study aims to first explore attitudes emotions (workload, stress, well-being, motivation) related then model these online tools satisfaction with perceived teaching performance by considering activities mediating variable. To do this, in total, 327 teachers 547 students from Dutch university participated. Of these, 307 534 filled out survey, 20 13 were interviewed get more in-depth data. Quantitative data was analyzed using structural equation modeling multiple linear regression qualitative via Atlas.ti 9 software. The main results showed that both high workload, low motivation In addition, while significant relationship between their found, no role reported for activities. We discuss provide recommendations future research, policy, practice.

Language: Английский

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Teachers during the COVID-19 Era: The Mediation Role Played by Mentalizing Ability on the Relationship between Depressive Symptoms, Anxious Trait, and Job Burnout

International Journal of Environmental Research and Public Health, Journal Year: 2023, Volume and Issue: 20(1), P. 859 - 859

Published: Jan. 3, 2023

The COVID-19 outbreak caused severe changes in school activities over the past two years. Teachers underwent a re-planning of their teaching approaches, shifting from face-to-face formats to remote ones. These challenges resulted high levels burnout. identification risk/protective factors contributing burnout is crucial order inform intervention programs. Thus, we hypothesized mediation role teachers' mentalizing ability (processing emotions, component mentalized affectivity) on relationship between depression, anxiety, and depersonalization (burnout dimension). Two reverse models were computed. Job satisfaction, age gender, grade, length experience served as covariates.466 (M(sd) = 46.2 (10.4) years) online questionnaires completed by Italian teachers primary (n 204) middle 242) schools. Measures burnout, mentalization administered.The findings corroborated our hypotheses: all models, processing emotions mediator depersonalization, reciprocal one. satisfaction positively impacted emotion, negatively depression depersonalization; women reported anxious trait.Overall, it can be concluded that mentalize has beneficial impact well-being. Policymaking, clinical, research implications discussed.

Language: Английский

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Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology

Sustainability, Journal Year: 2023, Volume and Issue: 15(13), P. 9852 - 9852

Published: June 21, 2023

The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health Well-being 4 Quality Education. During pandemic, a character education training experience was carried out principals teacher coordinators, with dual purpose developing professional competencies application positive psychology centers strengthening well-being: specifically, dedication enthusiasm conjunction personal resources such as self-efficacy resilience. multicomponent intervention based on applied sample 32 coordinators school (mean age 45.9 years; 93.75% female staff 71.8% between 16 21 years experience) different departments Uruguay. results suggest that effective, detecting higher scores post-test (F = 18.17, p < 0.001, η2 0.40), resilience 13.41, 0.33), 8.09, 0.008, 0.23), 8.36, 0.007, 0.24). It is concluded program can provide an opportunity improving health well-being, well funcitoning device promoting development.

Language: Английский

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Burnout and Migration of Ukrainian University Academic Staff During the War

SAGE Open, Journal Year: 2024, Volume and Issue: 14(3)

Published: July 1, 2024

This study examines the impact of migration processes on burnout among Ukrainian university academic staff during full-scale war. A survey involving 836 participants from 164 higher education institutions revealed that 37% respondents became forced migrants, either internally (24%) or externally (13%). Significant connections were found between and staff, with noticeable distinctions external internal non-migrants. Academic who to migrate displayed levels emotional exhaustion compared non-migrant counterparts. External migrants experienced energy depletion, while reported reduced professional accomplishment. Inadequate pay, social security instability, increased activity, insufficient state support, anxiety, constant stress, concern for their country, city, common factors contributing all groups. faced challenges protection, team relations, workload. Internal encountered difficulties in rebuilding activities a heightened sense danger, particularly those living temporarily occupied territories. The findings highlight necessity targeted support strategies address unique needs conflict migration, promoting mental health resilience at policymaker administrator times crisis by implementing programs help them cope promote overall job satisfaction quality next generation citizens.

Language: Английский

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Levels of Burnout and Engagement after COVID-19 among Psychology and Nursing Students in Spain: A Cohort Study

International Journal of Environmental Research and Public Health, Journal Year: 2022, Volume and Issue: 20(1), P. 377 - 377

Published: Dec. 26, 2022

The COVID pandemic has 0drastically changed the functioning of universities in Spain and may have altered individuals’ behaviours emotions, way they engage learning process their psychological well-being. Burnout syndrome is a problem that arises from persistent confrontation with emotional interpersonal stressors. COVID-related burnout among Spanish students received little research attention. For this study, pre-post cohort study design was used. Data were collected using Maslach Inventory—Student Survey, Granada Questionnaire for university students, Utrecht Work Engagement Scale Fear CoronaVirus-19 scale. population composed two samples 190 226 universities. According to results obtained, significant differences observed between pre- post-test samples. Levels higher after COVID-19 students’ levels engagement dropped significantly following experiences pandemic. This shows impact covid had on impacts which important consequences mental physical health. It necessary implement intervention programs enable recover, at least, prevailing before outbreak

Language: Английский

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Is GBL Good for Teachers? A Game for Teachers on How to Foster Students’ Self-Regulated Learning

Education Sciences, Journal Year: 2023, Volume and Issue: 13(12), P. 1180 - 1180

Published: Nov. 24, 2023

This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact this was assessed terms acceptance game, knowledge gain and changes teachers’ beliefs concerning importance nine design principles that can be adopted foster students’ SRL skills. Our findings suggest well-accepted, with Wilcoxon tests revealing mean rating is significantly different from median point scale for all items measured after game use. As learning gains beliefs, questionnaire submitted participants before gameplay showed significant more varied but generally positive trend beliefs. Thus, study’s advocate increased dedication researching experimenting incorporation games teacher development, potentially extending these efforts other educational domains.

Language: Английский

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The important building blocks of newcomer immigrant students’ education in the Norwegian context

Frontiers in Education, Journal Year: 2023, Volume and Issue: 7

Published: Jan. 16, 2023

The education of immigrant students, particularly newcomers, must be considered from a holistic framework. conceptual article aims to highlight other important aspects newcomers’ education, in addition language and subject content learning. three overlooked yet most components for newcomers are the following: (1) well-being pedagogy, (2) positive comprehensive collaboration with newcomer parents, (3) teachers’ ideology their families. This begins brief presentation issue demonstrating an emphasis on some elements education. Consequently, Norway, despite educational efforts aimed at supporting they continue perform poorly compared ethnic Norwegian students. Then, paper defines what pedagogy is why should included successful schooling newcomers. Here, not limited students’ well-being; rather, it includes teachers (who work newcomers) parents’ well-being. how parents discussed as second component. third building block parents. establishes that perceptions students families core contributes knowledge development newly arrived by engaging discussion can foster teacher motivation commitment, resulting greater support Second, even though this framed context society, aim inspire international community educators researchers committed equitable learning environment consider topic further exploration. concludes practice recommendations schools directions future research.

Language: Английский

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Development of online teaching expertise in fragile and conflict-affected contexts

Frontiers in Education, Journal Year: 2024, Volume and Issue: 8

Published: Jan. 8, 2024

What we know about the development of online teaching expertise during COVID-19 pandemic is scarce. Current research has concentrated primarily on obstacles encountered by university teachers, leaving a significant gap in our understanding strategies they employ not only to survive but flourish teaching. Furthermore, there bias toward Western perspectives existing and it remains unclear whether theories are relevant deprived, fragile, conflict-affected contexts. The current study set out explore how teachers developed their Palestinian context. Narrative episode interviews were conducted with 16 working at higher education institution Gaza city. Thematic analysis revealed five themes development: domain, mechanisms, motives, consequences, emotions. Implications for practitioners administrators discussed together future directions.

Language: Английский

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A Systematic Review on Teachers’ Well-Being in the COVID-19 Era

Education Sciences, Journal Year: 2023, Volume and Issue: 13(9), P. 927 - 927

Published: Sept. 12, 2023

The COVID-19 health crisis has wrought substantial challenges on individuals, societies, and organizations worldwide that have significantly transformed the way people function in their workplace a daily basis, resulting heightened levels of physical, psychological, social deprivation. Available empirical evidence field education explicitly foregrounded negative impact pandemic teachers’ well-being (TWB) mental as existing pressures became exacerbated additional stressors accumulated search requisite TWB remedial interventions to be used times crises. As frontline providers, teachers were not only called upon confront difficulties associated with shift COVID-19-induced online modes instruction supporting students’ academic development but also effectively navigate adversity stress own personal professional lives. Given teacher consistently been reported key determinant quality excellence ensuring stability well-qualified workforce, this study uses systematic review approach investigate educators’ status, identify predictors, report effective strategies for utilized by educators themselves during era. Fifty-three studies published between 2020 2023, collected within PRISMA-statement framework, included final analysis. Implications policy school administrators are discussed followed insights future research avenues area development.

Language: Английский

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Teachers’ well-being, home learning environment and children learning outcomes in emergencies: a case of Afghanistan

Cogent Education, Journal Year: 2024, Volume and Issue: 11(1)

Published: April 8, 2024

Teachers' well-being and a conducive home learning environment play pivotal role in improving children outcomes, but little is known about this humanitarian setting. This article assesses the of teachers' on outcomes Afghanistan. A cross section endline survey was conducted among 1407 primary school children, parents 315 teachers seven provinces Population-based two stage-cluster sampling used. Children taught by teacher's who received professional development support were 3.19 4.0 times more likely to attain higher literacy numeracy levels. with adequate teaching materials 1.60 1.83 achieve from ability voice up be consulted management attained social-emotional competencies. experiencing violent had lower odds achieving literacy, numeracy, that helped them 1.85 1.94 have There scope for public sector partners promote package interventions aimed at promoting development, provision materials, teacher recognition improve children's social emotional skills. Parents need ensure safe environment. Parent should actively involved activities nurture strong parental-child bond parental-school partnership.

Language: Английский

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