Parental Evaluation of Teachers' Competences and Characteristics during COVID-19 Pandemic Homeschooling

Autor/inn/en	Letzel, Verena; Pozas, Marcela; Besa, Kris-Stephen
Titel	Parental Evaluation of Teachers' Competences and Characteristics during COVID-19 Pandemic Homeschooling
Quelle	In: Social Psychology of Education: An International Journal, 25 (2022) 4, S.929-950 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Letzel, Verena) ORCID (Pozas, Marcela) ORCID (Besa, Kris-Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09701-x
Schlagwörter	Parent Attitudes; Teacher Competencies; COVID-19; Pandemics; Parent Role; Parent Teacher Cooperation; Elementary Secondary Education; Technological Literacy; Individualized Instruction; Feedback (Response); School Closing; Correlation; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrkunst; Parental role; Elternrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Technisches Wissen; Individualisierender Unterricht; School closings; Schule; Schließung; Schließung (von Schulen); Korrelation; Ausland; Deutschland
Abstract	With the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and positive role than ever before in collaboration with their children's educators. Thus, with this unprecedented situation, parents became an important source of information during the pandemic. Considering this unique event, the study at hand aims to explore parents' perspectives regarding primary and upper secondary school teachers' digital competence, digital differentiated instruction, and feedback during the first SARS-CoV-2 school shutdown in Germany. Additionally, the study examined parents' evaluation of teachers' characteristics. Results reveal that parental ratings were generally positive. Moreover, parents with children attending primary schools perceived and evaluated teachers' digital competence and digital differentiated teaching highly, and perceived significantly more teacher feedback than parents whose children attend upper secondary school. In addition, positive correlations were found between parents' evaluations of teachers' feedback and how motivated, appreciative, and devoted teachers are perceived to be. Practical implications and further research areas are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01