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Murphy K, Giordano K, Deloach T. Pre-K and Kindergarten Teacher Perception of School Readiness During the COVID-19 Pandemic. EARLY CHILDHOOD EDUCATION JOURNAL 2023; 52:1-11. [PMID: 37360597 PMCID: PMC9997431 DOI: 10.1007/s10643-023-01462-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/17/2023] [Indexed: 06/28/2023]
Abstract
In 2020, the COVID-19 pandemic caused a mandatory shift from in-person instruction to online learning for many young children. Teachers needed to adjust to virtual teaching, children were isolated from their peers, and parents played a bigger role in learning during the pandemic. In 2021, the shift back to in-person learning occurred. Research has already shown the negative influence COVID-19 had on students' mental health; however, limited research has examined the impact of the pandemic on school readiness. In this study, using the Head Start domains of school readiness, 154 Kindergarten and Pre-K teachers compared current student school readiness to the readiness of their students prior to the pandemic. Results showed that nearly 80% of teachers felt that overall student functioning was Worse or Much Worse than before the pandemic; no teachers reported functioning was overall much better. Teachers most frequently identified the Ready to Learn and Social-Emotional Development domains as the areas of greatest struggle for their students; Physical Development was the least frequently reported. Chi-square tests were used to examine the association between teacher demographics and overall school readiness and domain of greatest struggle; no significant relationships were found. Future directions and limitations of these results are discussed.
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Affiliation(s)
- Kayla Murphy
- Advanced Studies in Psychology, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Keri Giordano
- Advanced Studies in Psychology, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Tanaysha Deloach
- Advanced Studies in Psychology, Kean University, 215 North Ave, Hillside, NJ 07205 USA
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2
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Sadłowska-Wrzesińska J, Piosik K, Nejman Ż. Psychosocial Context of OSH-Remote Work of Academic Teachers in the Perspective of Sustainable Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14783. [PMID: 36429503 PMCID: PMC9690970 DOI: 10.3390/ijerph192214783] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 11/03/2022] [Accepted: 11/07/2022] [Indexed: 06/16/2023]
Abstract
The purpose of the research paper is to analyse the factors affecting remote work in terms of the selected socio-economic criteria and to determine which elements contribute the most to the development of sustainable work. In addition, the study describes the issues of remote education at the academic level and the challenges faced by academic teachers during the COVID-19 pandemic. The whole is embedded in the issues of occupational health and safety, with particular emphasis on the psychosocial aspects of the occupational safety of academic teachers in Poland. In the research process, the TOPSIS multi-criteria analysis tool (technique for order of preference by similarity to ideal solution) was used, as well as AHP (analytical hierarchy process), as an auxiliary method. The use of these methods made it possible to select the most important variable and to determine the ranking of factors affecting the analysed problem. Findings: According to the conducted research, the most important factor affecting the safety of remote work-in relation to the selected sustainability criteria-is overwork/workload. An equally important element was stress during remote work, as well as the organization of time, with consideration to the balance between work and home duties. The research has shown that the selected aspects of remote work can have a significant impact on the achievement of sustainable development goals by a given organization, and in relation to individuals, on the quality of life and the sense of safety and health at work.
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Affiliation(s)
- Joanna Sadłowska-Wrzesińska
- Institute of Safety and Quality Engineering, Faculty of Engineering Management, Poznan University of Technology, 2 Prof. Rychlewskiego Str., 60-965 Poznan, Poland
| | - Kamila Piosik
- OHS Sobczak—Training and Consulting Enterprise, 72 Bługarska STR., 60-321 Poznan, Poland
| | - Żaneta Nejman
- Institute of Safety and Quality Engineering, Faculty of Engineering Management, Poznan University of Technology, 2 Prof. Rychlewskiego Str., 60-965 Poznan, Poland
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Jones EF, Singh V, Holingue C, Errichetti CL, Myers L, Sherby MR, Gurnett C, Newland J, Kalb L. Understanding educators' perspectives and experiences of COVID-19 in schools serving children with intellectual/developmental disabilities. FRONTIERS IN EDUCATION 2022; 7:949430. [PMID: 37799289 PMCID: PMC10552794 DOI: 10.3389/feduc.2022.949430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/07/2023]
Abstract
The COVID-19 pandemic has significantly impacted educators, both personally and professionally. However, very little is known about the extent of these impacts among educators' serving children with intellectual and developmental disabilities (IDD). The present study surveyed 230 educators (teachers, staff, and administrators) to assess their wellbeing, concerns during the pandemic, and perceived importance of various COVID-19 school mitigation strategies. Data were gathered May/June of 2021 from two separate school districts, one in the Midwest and the other in the Mid-Atlantic, serving children with IDD. Nearly half of all survey respondents reported poor wellbeing. Almost all educators reported health of themselves, students, and family members was their greatest concern when compared to pandemic-related disruption of their duties or benefits (e.g., not having enough sick time). Most educators felt disinfecting routines, vaccinations, and daily health checks were the most helpful in preventing the spread of COVID-19 in schools, while in-school mask mandates and weekly testing of students and staff were perceived as less helpful. Our findings suggest that efforts are needed to support the wellbeing of educators during these challenging times. When pandemic-related policies and procedures are decided by administrators, our data suggest educators will review decisions within the framework of health and safety of themselves, their students, and families. Understanding this framework may be particularly valuable when considering implementation of COVID-19 policies, like masking and COVID-19 testing, that are less preferred.
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Affiliation(s)
- Erin F. Jones
- Information Systems Department, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Vini Singh
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Calliope Holingue
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
| | - Cheryl Lyn Errichetti
- Maryland Center for Developmental Disabilities, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Linda Myers
- Special Education, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Michael R. Sherby
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Christina Gurnett
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Jason Newland
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Luther Kalb
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
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The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development. SUSTAINABILITY 2022. [DOI: 10.3390/su14148538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD.
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Vergara-Rodríguez D, Antón-Sancho Á, Fernández-Arias P. Variables Influencing Professors' Adaptation to Digital Learning Environments during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:3732. [PMID: 35329422 PMCID: PMC8951131 DOI: 10.3390/ijerph19063732] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 03/18/2022] [Accepted: 03/19/2022] [Indexed: 01/27/2023]
Abstract
This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation to digital learning environments (DLE) of a group of 908 university professors. We compared the perceptions of participants who were digital natives (born before 1980) with those of digital immigrants (born after 1980). For this purpose, a validated survey was used and the obtained responses statistically analyzed. The results show a negative correlation between pandemic stress and the digital competence of professors and their adaptation skills to digital environments, which although weak for both of the two groups compared are stronger for digital immigrants. Both self-confidence and digital competence show a positive influence on the perception of adaptation of skills to DLE, and this is weaker in digital natives. Gaps were identified by gender and area of knowledge of the participants; consequently, the need to carry out training actions for university faculty on skills linked to their digital competence in teaching is clear.
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Affiliation(s)
- Diego Vergara-Rodríguez
- Department of Mechanical Engineering, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain;
| | - Álvaro Antón-Sancho
- Department of Mathematics and Experimental Science, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain;
| | - Pablo Fernández-Arias
- Department of Mechanical Engineering, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain;
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Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. SUSTAINABILITY 2022. [DOI: 10.3390/su14010470] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.
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Aktan O, Toraman Ç. The relationship between Technostress levels and job satisfaction of Teachers within the COVID-19 period. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:10429-10453. [PMID: 35464113 PMCID: PMC9013736 DOI: 10.1007/s10639-022-11027-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Accepted: 03/23/2022] [Indexed: 05/05/2023]
Abstract
This research aims to determine the technostress levels experienced by teachers in distance education during the COVID-19 period and examine the relationship between this technostress level and job satisfaction. The research was structured in relational comparison type. The attendees comprised 525 teachers working at different echelons of education, determined in accordance with the purposive sampling method. Technostress Scale, job satisfaction scale, and open-ended questions form were used as data collection tools during the research. The data were collected online through Google Forms due to COVID-19 conditions. Descriptive statistics, backward hierarchical multiple regression (BHMR), MANOVA analysis, and inductive content analysis were used for the data analysis. According to the research findings, it was figured out that teachers were exposed to intensive use of technology in distance education, this negatively affected their life and performance, their workload increased, and they had to put much more effort to adapt to modern technologies in the Covid-19 pandemic period. It was found that the teachers' job satisfaction levels were high in general, and the female teachers' job satisfaction levels were higher than those of male teachers. The job satisfaction levels of private school teachers were lower than those of public-school teachers. In the research, the gender of teachers and the institution type they work under, both being among the main factors affecting teachers' technostress level, were determined to make a significant difference. However, the distance education process, conducted during the COVID-19 period, was also noted to involve educational, psychological, and administrative challenges. Based on research results, it is recommended to improve teachers' online learning and technology literacy skills, and review present undergraduate programs in terms of preparation for distance education.
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Affiliation(s)
- Osman Aktan
- Faculty of Education, Duzce University, Duzce, Turkey
| | - Çetin Toraman
- Faculty of Medicine, Çanakkale Onsekiz Mart University, Çanakkale, Turkey
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Iosim I, Runcan P, Dan V, Nadolu B, Runcan R, Petrescu M. The Role of Supervision in Preventing Burnout among Professionals Working with People in Difficulty. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:160. [PMID: 35010424 PMCID: PMC8750667 DOI: 10.3390/ijerph19010160] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Revised: 12/20/2021] [Accepted: 12/22/2021] [Indexed: 05/23/2023]
Abstract
The value of people in their various dimensions is a priority in the postmodern era. In this respect, programs are being implemented for disadvantaged social categories to compensate for differences, reduce discrepancies, and integrate marginalized people into society. This, however, is not easy, and the work of professionals with people in difficulty is frequently difficult, consuming multiple resources and, sometimes, leading to burnout. The professions involved in the recovery work of people in difficulty provide social, medical, psychological, and spiritual assistance services in order to restore or increase the well-being of disadvantaged people or social groups. This study presents an analysis of burnout among social workers and clerics and the effect of supervision on burnout. In support of this, a sociological survey (n = 502) was conducted on a convenience sample of Romanian social workers and clerics in June 2018. The main conclusion of the study is that supervising professionals working with people in difficulty significantly reduces the risk of burnout.
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Affiliation(s)
- Iasmina Iosim
- Economics and Finance Company Department, Faculty of Management and Rural Tourism, Banat’s University of Agricultural Science and Veterinary Medicine “King Mihai I of Romania”, 300645 Timisoara, Romania;
| | - Patricia Runcan
- Department of Social Work, The Faculty of Sociology and Psychology, West University of Timisoara, 300223 Timisoara, Romania; (P.R.); (V.D.)
| | - Virgil Dan
- Department of Social Work, The Faculty of Sociology and Psychology, West University of Timisoara, 300223 Timisoara, Romania; (P.R.); (V.D.)
| | - Bogdan Nadolu
- Department of Sociology, The Faculty of Sociology and Psychology, West University of Timisoara, 300223 Timisoara, Romania
| | - Remus Runcan
- Department of Pedagogy, Psychology and Social Work, Faculty of Educational Science, Psychology and Social Work, Aurel Vlaicu University of Arad, 310032 Arad, Romania;
| | - Magdalena Petrescu
- Department for Teaching Training, West University of Timisoara, 300223 Timisoara, Romania;
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The Relationship between Social Identity and Foreign Language Learning Motivation: The Sustainability of Heritage Language Learners. SUSTAINABILITY 2021. [DOI: 10.3390/su132313102] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study aimed to explore the relationship between social identity and language learning motivations of a group of heritage Spanish language learners in a university environment in the United States. Based on the qualitative research inquiry with semi-structured interview and focus group activity tools, a group of 78 Spanish language learners in one university environment in the United States were surveyed. Under the open-coding and axial-coding techniques, the finding of this study indicated that the three main motivations were Latinx Americans with dual identities, interests in career development, and surrounding environments and individuals. Department heads, non-profit organisation managers, and researchers may use this study as the blueprint to reform and polish the current foreign language teaching and learning programmes, courses, and policies to meet the expectations of multilingualism.
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