Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

Sustainability, Год журнала: 2023, Номер 15(3), С. 2466 - 2466

Опубликована: Янв. 30, 2023

The university is an important pillar in sustainable development; however, COVID-19 imposed new dynamics that called for rethinking praxis to achieve this mission, and although the systematization of good practices a powerful mechanism understanding educational success, perspective positive change has been little developed. Hence, present study aimed identify cores faculty their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with Netnography method, complemented elements psychology, appreciative inquiry, management formative potentialities. online community consisted 1238 teachers from 10 Latin American countries, who participated two months interview as asynchronous journey constructive proposals, active co-construction success factors. findings reveal multiple affirmative topics grouped into nine cores, identifying target categories: digital transformation technological innovation, well processes directly associated dynamization. Finally, epistemic implications theory practice, relevance creation agenda Higher Education, are presented.

Язык: Английский

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Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19

Teaching and Teacher Education, Год журнала: 2023, Номер 130, С. 104183 - 104183

Опубликована: Май 5, 2023

Язык: Английский

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Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic

Zeitschrift für Psychologie, Год журнала: 2023, Номер 231(2), С. 103 - 114

Опубликована: Май 1, 2023

Abstract: Because of the sudden removal teachers’ work routines, we investigated pandemic-related changes in mathematics emotional exhaustion and teaching enthusiasm. We drew on data from a 15-year longitudinal study, including four prepandemic (2007–2019) two pandemic (2021 2022) measurement points. During COVID-19 pandemic, N = 194 teachers participated 2021 214 2022. The results latent growth curve models indicated pronounced increase decrease enthusiasm during pandemic. also found that good technical equipment high openness represent resources associated with lower exhaustion, whereas difficulties students extraversion were risk factors. Like other occupations, these indicate negatively affected experiences highlight need to support avoid further negative consequences for students.

Язык: Английский

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Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Frontiers in Psychology, Год журнала: 2024, Номер 14

Опубликована: Янв. 8, 2024

Introduction This research investigates the complex interplay of factors influencing teacher emotional exhaustion within educational environment. It draws upon a diverse sample 680 teachers from 15 primary institutions in various districts Shanghai, China. Methods The study examines interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and exhaustion. employs validated scales to measure these constructs utilizes Structural Equation Modeling (SEM) for analysis. Results analyses using SEM reveal significant associations variables under study. findings indicate robust correlations between positive higher motivation. Concurrently, exhibit negative relationship with Discussion Mediation analysis further unveils that motivation plays mediating role emphasizes intricate indirect effects constructs. Conclusion underscores multifaceted nature their collective impact on well-being settings. implications derived highlight importance prioritize interventions fostering autonomy-supportive environments, intrinsic educators. These aim alleviate enhance well-being.

Язык: Английский

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Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown

Teaching and Teacher Education, Год журнала: 2024, Номер 148, С. 104706 - 104706

Опубликована: Июль 13, 2024

This correlational study investigated the mediation of emotion regulation and self-compassion in relationship between teacher need satisfaction/frustration adoption (de)motivating styles before during COVID-19. Two groups Italian teachers tested 2019 (n = 259) 2020 233) completed a series questionnaires. In both times, satisfaction was positively associated with motivating (bright path), whereas frustration demotivating (dark path). Before, reappraisal mediated this relationship, mediating factor lockdowns, suggesting that coping mechanisms can differ stressful circumstances. Theoretical practical implications are discussed.

Язык: Английский

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EFL teachers’ perceptions of emotional exhaustion and associated regulation strategies: a phenomenological analysis

Innovation in Language Learning and Teaching, Год журнала: 2024, Номер unknown, С. 1 - 15

Опубликована: Авг. 23, 2024

Teaching, particularly in a second/foreign language (L2) context, is an emotionally demanding profession, often leading to negative outcomes for educators. To fill the gap, this phenomenological study examined causes, consequences, and regulation strategies of Chinese EFL teachers' emotional exhaustion. A semi-structured interview was held with 58 teachers. The results thematic analysis revealed that state had different causes consequences. most frequent were 'occupational pressures', 'identity conflicts mismatches', 'stressful classroom climate', 'high expectations', 'students' poor performance cooperation'. Additionally, it found exhaustion can mostly lead 'poor teaching quality', 'job burnout', 'low work engagement', enthusiasm', 'various other emotions outcomes'. regulate such aversive feeling, participants used range preventive responsive before after its occurrence. discusses findings presents some conclusions implications L2 teachers, teacher trainers, policy-makers raise their understanding nature mechanism English regulation.

Язык: Английский

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Understanding the New Stress Factors Affecting Teachers' Burnout: A Scoping Review

Makara Human Behavior Studies in Asia, Год журнала: 2024, Номер 28(1)

Опубликована: Июль 1, 2024

The teaching profession is extremely vulnerable to burnout. sudden outbreak of the COVID-19 pandemic posed new threats and changed educational environment as well perceptions values teachers. traditional in-person learning approach was quickly replaced by distant online continue education. As schools re-opened, a platform, hybrid model, evolved fusing two models. high expectations on teachers swiftly adopt methods—often without required resources or training—exacerbated their exhaustion. We conducted scoping review determine stress factors causing teachers' burnout following Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) 2020 statement. A total 27 studies were systematically reviewed, we identified numerous affecting These stressors increased already existing difficulties, magnifying detrimental impacts. categorized organizational, individual, transactional, emotional, cultural, digital. This suggests additional research understand prevalence teacher how these affect personal professional lives over time. Despite challenges, this study demonstrates need more in-depth future analysis develop interventions lessen support them in maintaining lives.

Язык: Английский

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The measurement of professional burnout among algerian university teachers: the case of the University of Constantine1, Algeria

STUDIES IN HEALTH SCIENCES, Год журнала: 2025, Номер 6(1), С. e13158 - e13158

Опубликована: Янв. 8, 2025

Professional burnout is one of the major issues relating to quality life and working conditions. It can affect health workers organizations as well. In recent years, higher education sector in Algeria has experienced constraints, especially with implementation new reforms. All these constraints have put more pressure on teachers, making their work stressful than before. This situation led psychosocial risks such burn-out, occupational illnesses (overwork, depression, etc.). this work, we are interested measuring degree among university teachers. We trying make links between change see pedagogical performance teachers both classroom scientific research. As a case study, chose Faculty Science Technology at University Constantine1, Algeria, population 314 first its kind enabled us unfold relationship academic environment. The results showed that large number suffer from syndrome, resulting reduced job satisfaction, demoralization, impaired health, permanent stress. had an impact teaching increased cost stoppages due teacher illness. These impacts justify objective research, namely propose analysis teachers' identify which department most affected by influence order increase thus create sustainable university.

Язык: Английский

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Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic

Zeitschrift für Pädagogische Psychologie, Год журнала: 2025, Номер unknown

Опубликована: Фев. 21, 2025

Abstract: The aim of the present study is to examine if teachers’ professional beliefs accounted for differences in self-reported instructional quality distance learning during COVID-19 pandemic. N = 194 German mathematics teachers were surveyed pandemic 2021 about their (potential cognitive activation, support, management time). Teachers’ constructivist and self-efficacy assessed 2019, before Results structural equation modeling indicate that stronger beliefs, higher potential activation learning. Self-efficacy predicted support better time. These significant associations persisted when pandemic-specific resources (technological pedagogical knowledge, technical at school, collaborative teaching planning; all measured by self-reports) considered. Thus, findings assumption are important adapting challenging unfamiliar circumstances such as pandemic, still ensuring high quality.

Язык: Английский

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Exercising Teacher Agency for Inclusion in Challenging Times: A Multiple Case Study in Chilean Schools

Education Sciences, Год журнала: 2025, Номер 15(3), С. 316 - 316

Опубликована: Март 4, 2025

Teacher agency has been recognised as a relevant concept for understanding the role of teachers in current uncertain and changing contexts. However, its study about inclusive education is recent, especially Global South. This analysed how exercised during COVID-19 crisis conditions that enabled or inhibited agency. article explores Chilean schools, where neoliberal policies particularly challenge teachers’ A multiple case was conducted based on mixed methods. Online questionnaires were carried out with 154 from 5 schools. In addition, five each school participated in-depth group interviews. The findings show promoted students’ learning participation response to challenges pandemic. Teachers mobilised resources adapt context uncertainty supported one another. Among influential factors, policy constraints control reduced pandemic, thus creating opportunities achieve inclusion across At same time, leadership, collaboration, vision influenced differently school. While not aiming major transformations, this shows develop initiatives their practices contribute building schools despite contextual constraints.

Язык: Английский

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