Factors Promoting and Inhibiting Teachers' Perception of Success in Online Teaching during the COVID-19 Crisis

Autor/in	Masry-Herzallah, Asmahan
Titel	Factors Promoting and Inhibiting Teachers' Perception of Success in Online Teaching during the COVID-19 Crisis
Quelle	In: Technology, Knowledge and Learning, 28 (2023) 4, S.1635-1659 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masry-Herzallah, Asmahan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-023-09690-6
Schlagwörter	Teacher Attitudes; Teacher Effectiveness; Online Courses; Socioeconomic Status; COVID-19; Pandemics; Teaching Methods; Educational Change; Foreign Countries; Teacher Characteristics; Technological Literacy; Pedagogical Content Knowledge; Barriers; Age Differences; Self Efficacy; Arabs; Teacher Student Relationship; Educational Policy; Cultural Context; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Online course; Online-Kurs; Socio-economic status; Sozioökonomischer Status; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Ausland; Technisches Wissen; Pädagogische Kompetenz; Age; Difference; Age difference; Altersunterschied; Self-efficacy; Selbstwirksamkeit; Arab; Araber; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik
Abstract	The COVID-19 pandemic led to the closure of schools worldwide in March 2020, causing significant disruption to educational experiences. Teaching and learning began to be organized and transferred from educators' homes with no prior preparation. The present research examined factors promoting and inhibiting teachers' perceptions of success in online teaching in the Arab educational system in Israel during the COVID-19 crisis using mixed-methods approaches, including a questionnaire completed by 195 teachers and interviews with 20 teachers. The research findings indicated that efficient, high-quality, and clear school communication, teachers' frequent use of synchronous teaching, students' high socioeconomic status, and older teacher age best explain teachers' perceptions of success in online teaching. The qualitative findings supported the quantitative results and provided insights about online learning challenges in the Arab educational system in Israel. This research enhances literature and practice by describing contextual factors affecting teachers' perceptions of online teaching success during COVID-19, and it provides valuable, culturally relevant insights to inform post-pandemic education policy design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01