Sara Ebrahimi
Abstract
Corona epidemics have forced educational systems in many countries to use online education and adapt to digital learning environments.Despite many benefits of online education, such as unlimited time and space,resource sharing and collaboration, openness and personalization of learning,but it can be ...
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Corona epidemics have forced educational systems in many countries to use online education and adapt to digital learning environments.Despite many benefits of online education, such as unlimited time and space,resource sharing and collaboration, openness and personalization of learning,but it can be frustrating and stressful because many teachers lack the skills, resources and competencies of online education.A review of research evidence shows that a large amount of research activity is devoted to teachers' digital competencies, but information on how this feature,along with other teacher features such as use intention of online teaching and student features such as online learning difficulties affects on their online teaching behavior, are not available.Thus,the aim of this study was to investigate whether teachers'digital competencies,use intention of online teaching and students' online learning difficulties predict online teaching behavior.In this correlation study, the population was all teachers of primary and secondary schools in Tehran in the academic year1400-1401,which324teachers were selected with use of convenience sampling.They responded online to the Teachers' Digital Competence Scale,Teachers' Use Intention of Online Teaching Scale,Teachers'Online Teaching Behavior Scale&Teachers'Perceived Online Learning Difficulties of Students Questionnaire.Pearson correlation coefficient and multiple regression analysis were used to analyze the data.The results showed that the online teaching behavior had a positive andsignificant relationshipwith teachers'digital competencies and the use intention of online teaching, and this relationship was negatively and significantlywith students'online learning difficulties.Also, the resultsof multiple regression analysis showed that teachers'digital competencies, use intention of online teaching and students'online learning difficulties, are able tosignificantly explain changes in teachers'online teaching behavior as predictor variable in a predictive model. Based on the research findings, it is necessaryfor teachers in online teaching to improve their digital skills and competencies in accessing and using resources, analyzing data related to students' learning characteristics, and combining digital resourceswith educational content to produce more comprehensible content, in fact, modify and improve online teaching behaviors.Also,online teaching has more requirements for teachers than traditional classroom teaching. People use digital technology and resources to varying degrees;Therefore, it is necessary for teachers in teaching activities to strengthen their desire to use online education and increase their awareness of integrating information technology with educational activities by avoiding mechanical transfer to offline-online education.Overall, the present study adds insights into improving online teaching behavior&can help to better understand the effect of teachers'characteristics including digital competencies and use intention of online teaching and students' characteristics including online learning difficulties on online teaching behavior.
سارا ebrahimi
Abstract
Introduction COVID-19 as a new coronavirus emerged in Wuhan, in December 2019. The disease has become a global health emergency with high speed and transmission. It risks public health and imposes high pressures on the government and providers of medical services and also, it may lead to several forms ...
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Introduction COVID-19 as a new coronavirus emerged in Wuhan, in December 2019. The disease has become a global health emergency with high speed and transmission. It risks public health and imposes high pressures on the government and providers of medical services and also, it may lead to several forms of psychological distress, including anxiety, fear, depression, insomnia, post-traumatic stress disorder. It is important to maintain public mental health, especially teachers, as they interact with their students and affect their education. This study aimed to investigates teachers’ generalized anxiety disorder during the COVID-19 pandemic. Methodology The population of the study was all teachers of elementary, middle and secondary school in Iran which 407 teachers were selected with use of virtual snowball sampling. An online survey was conducted that consisted of two anonymous questionnaires: one was designed to collect participants’ personal information (sex, age, geographical position of residence, area of residence, teaching in elementary/ middle /secondary school, life with the family, family income stability, family infection to COVID-19, friend infection to COVID-19, underlying disease, family underlying disease, ease of internet access, acquaintance with: SHAD, teaching method in cyberspace, the preparation of electronic content, follow up the negative news, awareness of the curriculum future & using social and mental support); the other was the Generalized Anxiety Disorder Scale(GAD-7), which assess participants’ generalized anxiety referring to the pandemic. Statistical analysis was performed using SPSS 22.0 and univariate analysis (Nonparametric) to test whether differences in demographic characteristics effected on experiencing GAD; and multiple linear regression analysis (enter) was conducted to identify the impact factors for GAD. Results GAD prevalence among the teachers 3 month after the COVID-19 pandemic was 9.6%. Multiple linear regression analysis revealed that teaching in elementary/middle/secondary school (p < 0.00, β=-0.14), family infection to COVID-19 (p < 0.02, β=-0.12), acquaintance with the preparation of electronic content (p < 0.01, β=-0.12), follow up the negative news (p < 0.00, β=0.17) & awareness of the curriculum future (p < 0.00, β=-0.23) could be regarded as predictor factors for GAD among teachers during the COVID-19 pandemic. Discussion The results indicate that some teachers showed GAD during the COVID-19 pandemic and underscore the importance of attention to the mental health condition of teachers and measures to reduce anxiety factors during the pandemic by the education system. In order to better understand pandemic effects on mental health of teachers, in the field of coping strategies & education system approach to reduce negative educational & psychological effects is needed further research.
Abstract
This research was done in order to study of social-emotional classroom climate optimization package effectiveness in primary schools. The present study has done through experimental method and pre-test/post-test control group design. The population was consisted of 12 public elementary schools in Noor ...
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This research was done in order to study of social-emotional classroom climate optimization package effectiveness in primary schools. The present study has done through experimental method and pre-test/post-test control group design. The population was consisted of 12 public elementary schools in Noor city that sample composed of 8 classes of fifth-grade was selected with use of convenience sampling method. The measurements included social-emotional class-room climate optimization package that researcher have made it, Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2005, 2008), Perceived Emotional Intelligence Scale (Brackett, & Mayer, 2003), & Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996). The results based on analysis of covariance & multiple analysis of hierarchical linear regression indicated that social-emotional classroom climate optimization package have made significant difference in various dimensions of classroom climate between control & experiment classes, and teacher variables when was entered in regression equation and was controlled, significantly moderated the effect of treatment. The findings of this study can be considered as a guide for curriculum planners and teachers to improving classroom climate, pay more importance to recognition the social and emotional factors of classes and reinforcing them. Also, this study can serve as a basis for other research at the national level and design a package with other items.
