Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study
During the COVID-19 pandemic, teachers reported low levels of well-being. Lower levels of well-being can negatively impact job performance and teaching quality. This study aims to examine whether the quality of teaching changed between before and during the pandemic, in two settings: remote and rest...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-06-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1136940/full |
| _version_ | 1797804453048352768 |
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| author | Margault Sacré Nora Ries Kristin Wolf Mareike Kunter Mareike Kunter |
| author_facet | Margault Sacré Nora Ries Kristin Wolf Mareike Kunter Mareike Kunter |
| author_sort | Margault Sacré |
| collection | DOAJ |
| description | During the COVID-19 pandemic, teachers reported low levels of well-being. Lower levels of well-being can negatively impact job performance and teaching quality. This study aims to examine whether the quality of teaching changed between before and during the pandemic, in two settings: remote and restricted in-person settings, and whether teachers’ well-being was related to the quality of teaching. 279 German-speaking (primary and secondary) teachers were retrospectively surveyed with an online questionnaire. Results showed that even if teachers reported being emotionally exhausted, they still were satisfied with their profession, highlighting the multidimensionality of well-being. For online instruction, teachers reported decrease in teaching quality in terms of cognitive activation, classroom management, and learning support compared to pre-pandemic times. Additionally, according to the teachers, their teaching quality did not return to its original state when schools reopened. However, the data does not show that this decrease is associated with teachers’ well-being. This study suggests that it is not only the quantity of learning that may have caused students’ learning losses, but also its quality. As a possible practical consequence, it seems helpful to provide teachers not only with technical, but also pedagogical support when teaching online and after having returned to in-person settings. |
| first_indexed | 2024-03-13T05:37:22Z |
| format | Article |
| id | doaj.art-3d2875ba5d1a4c259c9a4938feb91d0d |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-13T05:37:22Z |
| publishDate | 2023-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-3d2875ba5d1a4c259c9a4938feb91d0d2023-06-14T05:42:24ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-06-01810.3389/feduc.2023.11369401136940Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective studyMargault Sacré0Nora Ries1Kristin Wolf2Mareike Kunter3Mareike Kunter4Évaluation et Qualité de l’Enseignement—EQUALE, University of Liège, Liège, BelgiumLeibniz Institute for Research and Information in Education (DIPF), Frankfurt, GermanyLeibniz Institute for Research and Information in Education (DIPF), Frankfurt, GermanyLeibniz Institute for Research and Information in Education (DIPF), Frankfurt, GermanyGoethe University Frankfurt, Frankfurt, GermanyDuring the COVID-19 pandemic, teachers reported low levels of well-being. Lower levels of well-being can negatively impact job performance and teaching quality. This study aims to examine whether the quality of teaching changed between before and during the pandemic, in two settings: remote and restricted in-person settings, and whether teachers’ well-being was related to the quality of teaching. 279 German-speaking (primary and secondary) teachers were retrospectively surveyed with an online questionnaire. Results showed that even if teachers reported being emotionally exhausted, they still were satisfied with their profession, highlighting the multidimensionality of well-being. For online instruction, teachers reported decrease in teaching quality in terms of cognitive activation, classroom management, and learning support compared to pre-pandemic times. Additionally, according to the teachers, their teaching quality did not return to its original state when schools reopened. However, the data does not show that this decrease is associated with teachers’ well-being. This study suggests that it is not only the quantity of learning that may have caused students’ learning losses, but also its quality. As a possible practical consequence, it seems helpful to provide teachers not only with technical, but also pedagogical support when teaching online and after having returned to in-person settings.https://www.frontiersin.org/articles/10.3389/feduc.2023.1136940/fullteaching qualityteachers’ well-beingCOVID-19cognitive activationlearning supportclassroom management |
| spellingShingle | Margault Sacré Nora Ries Kristin Wolf Mareike Kunter Mareike Kunter Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study Frontiers in Education teaching quality teachers’ well-being COVID-19 cognitive activation learning support classroom management |
| title | Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study |
| title_full | Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study |
| title_fullStr | Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study |
| title_full_unstemmed | Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study |
| title_short | Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study |
| title_sort | teachers well being and their teaching quality during the covid 19 pandemic a retrospective study |
| topic | teaching quality teachers’ well-being COVID-19 cognitive activation learning support classroom management |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1136940/full |
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