DISTANCE EDUCATION DURING COVID-19: THE PERSPECTIVE OF SLOVAK TEACHERS

As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers’ point of view, so the study focused...

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Bibliographic Details
Published in:PROBLEMS OF EDUCATION IN THE 21ST CENTURY 2020-01, Vol.78 (6), p.884-906
Main Authors: Ballová Mikušková, Eva, Verešová, Marcela
Format: Article
Language:English
Subjects:
Adult Education
Coronaviruses
COVID-19
Distance Education
Distance learning
Education
Educational Technology
Elementary School Teachers
Emotional Response
Emotions
Foreign Countries
Health and medicine and law
Nontraditional Education
Pandemics
Personality Traits
Secondary education
Secondary School Teachers
Secondary Schools
Severe acute respiratory syndrome coronavirus 2
Sociology of Education
Teacher Attitudes
Teacher Characteristics
Teaching
Teaching Experience
Technology Uses in Education
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Summary:As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers’ point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7% women) aged 23 – 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.
ISSN:1822-7864
2538-7111
DOI:10.33225/pec/20.78.884