The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic.
The lockdown due to COVID‐19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e...
| Published in: | Journal of Computer Assisted Learning Vol. 37; no. 4; pp. 940 - 953 |
|---|---|
| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Aug2021
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151329624&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151329624 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2021 vid: 37 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 151329624 151329624 151329624 10.1111/jcal.12533 151329624 ppf: 940 ppct: 13 formats: tig: atl: The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic. aug: au: Truzoli, Roberto Pirola, Veronica Conte, Stella affil: Department of Biomedical and Clinical Sciences "L. Sacco", University of Milan, Milan, Italy sug: subj: Teaching Methods COVID-19 Pandemic Teachers Faculty Attitudes Online Education Stress Risk Factors Social Distancing Self-Efficacy Locus of Control Human Italy Questionnaires Descriptive Statistics Male Female Adult Middle Age Student Satisfaction Summated Rating Scaling Coefficient alpha Content Validity Psychological Tests Internal Consistency Test-Retest Reliability Scales Fisher's Exact Test Spearman's Rank Correlation Coefficient Mann-Whitney U Test Analysis of Covariance Hypothesis Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: The lockdown due to COVID‐19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e.g., locus of control) and their impact on satisfaction levels during the social distancing. One hundred seven high school teachers from Lombardy, an Italian region very affected by the COVID‐19 outbreak, participated. Results show that depression and stress are the main predictors of satisfaction levels for online teaching. In addition, coping, locus of control and self‐efficacy emerge as important protective factors. Finally, although there is great satisfaction with the online teaching experience, critical elements emerged. This study is relevant because it describes the critical elements of the online teaching experience, and identifies some protective factors and the main risk factors in teachers operating in an area strongly marked by social restrictions imposed by the pandemic. High school teachers emerge as a sub‐group of the general population with specific psychological reactions. Considering the results, it is possible to suggest providing high‐quality educational support and crisis‐psychological oriented services to teachers, and help to maintain the psychological well‐being. Lay Description: What is already known about this topic: A little is currently known about online teaching experience in countries under conditions of imposed social distancing.There are no conclusive data on the risk and protective factors associated with online teaching satisfaction in an Italian region strongly affected by the COVID‐19 pandemic. What this paper adds: The current study explored online teaching experience and the relationship between online teaching satisfaction and some risk and protective factors during the COVID‐19 pandemic.Significant differences emerge on the general impression of the teaching experience, comparing males versus females.More than one third of the overall sample of high school teachers was little or not satisfied.Those with high levels of depression and stress are at risk from lower online teaching satisfaction. Implications for practice and/or policy: It is suggested to pay attention to the planning adequate and timely legislation, including assessment criteria, and high‐quality educational support, also to improve communication processes.It is also suggested to provide preventive and supportive interventions to teachers also in the form of stress management and skills life training. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|