One School's Transition to Online Teaching During the COVID-19 Pandemic

2021 ◽  
pp. 251-259
Author(s):  
Peggy Pelonis ◽  
Julia Tokatlidou
Keyword(s):  
Elementary School Teachers ◽  
High School Teachers ◽  
Online Teaching ◽  
Blended Instruction ◽  
Emotional Wellbeing ◽  
Social Emotional ◽  
School Teachers ◽  
Seamless Transition ◽  
Reflective Practitioners ◽  
K 12

The chapter addresses the response of one school, ACS Athens, a K-12 international school in Athens, Greece, to the COVID-19 pandemic lockdown. The administration, foreseeing the necessity to include online/blended instruction within the curriculum in response to a changing educational landscape and technological advancements, had prepared Middle School and High School teachers and learners for online instruction and had facilitated the design and implementation of digital courses. Conversely, the Elementary school teachers received training for online teaching during lockdown. Additionally, four necessary pillars were considered when designing online learning, as necessary to ensure a seamless transition and uninterrupted learning: the i2Flex instructional methodology, reflective practitioners, social-emotional wellbeing, and the development of conscious citizenship.

scholarly journals Awareness and Practices of Distributed Leadership among Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Jasmine P. Yulo ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Distributed Leadership ◽  
Significant Relationship ◽  
School Teachers ◽  
Public Elementary School ◽  
Demographic Profile ◽  
Leaders And Followers ◽  
K 12

The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coordinated as assessed by public elementary school teachers. Moreover, it determined whether a significant relationship existed between the level of awareness and demographic profile and the extent of practices and demographic profile of teachers. Also, it intended to determine if there is a significant relationship between the awareness and practices of distributed leadership.

scholarly journals Factors Influencing Teachers’ Continuation of Online Learning in Elementary Schools

2021 ◽  
Vol 14 (12) ◽  
pp. 31
Author(s):  
Abdullah Masmali ◽  
Fahhad Alghamdi
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Social Influence ◽  
Elementary School Teachers ◽  
Online Teaching ◽  
School Teachers ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Global Pandemic ◽  
Facilitating Conditions

The use of online teaching has increased rapidly, especially since the start of the global pandemic of COVID-19. K–12 teachers in Saudi Arabia, like many teachers globally, found themselves with a new way of teaching because of the pandemic. Thus, this study examined the unified theory of acceptance and use of technology (UTAUT) in elementary school teachers’ acceptance of online learning. We tested whether UTAUT’s four key factors (performance expectancy; effort expectancy; social influence; and facilitating conditions) affect Saudi Arabian elementary school teachers’ acceptance of using online learning. We found that performance expectancy, social influence, and facilitating conditions altogether predicted teachers’ use of online learning as the analysis of the multiple regression outcome found that 60.2% of the variation was affected by these variables.

scholarly journals Elementary School Teachers’ Training Needs: Innovating Digital Competence

2021 ◽  
Vol 13 (3) ◽  
pp. 2327-2334
Author(s):  
Yudin Citriadin ◽  
Mohammad Viktor Farid Hakim
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Training Needs ◽  
Digital Learning ◽  
Digital Competence ◽  
School Teachers ◽  
Digital Products ◽  
Digital Competencies

The purpose of the study was to determine the training needs needed by teachers in making digital products to facilitate the learning process. Training is as a way for teachers to innovate digital competencies. The participants of this study were 10 elementary school teachers (F=6 and M=4). Participants are homeroom teachers from grades 1 to 6, and 4 were subject teachers (Mathematics, English, local content and sports). This study used the descriptive qualitative method. Observation, documents and interviews collected data. The data analysis process used the Miles and Huberman model through data reduction, data presentation, drawing conclusions and triangulation. The results show that teachers need workshops that can directly practice making digital teaching tools such as learning videos and developing videos on the YouTube channel. However, they have difficulties with the technological devices they have. There are 30% of teachers who have full technology equipment, and the rest rely on smartphones for online teaching and learning. Thus, schools can consider providing technology tools that teachers can use in developing digital competencies and digital learning tools.

Strengthening Competence and Mentoring the High School Teachers Teaching Social Studies for the K-12 Curriculum in Division of Valencia City, Mindanao, Philippines

2020 ◽  
Author(s):  
Marjorie T. Sobradil ◽  
Sittie Juhanna M. Pandapatan ◽  
Reynante B. Casiro Casiro ◽  
Aljean Sareno ◽  
May Alinie P. Butalid ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
High School Teachers ◽  
School Teachers ◽  
K 12

scholarly journals Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

2021 ◽  
Vol 18 (12) ◽  
pp. 6418
Author(s):  
Fei Liu ◽  
Huaruo Chen ◽  
Jie Xu ◽  
Ya Wen ◽  
Tingting Fang
Keyword(s):  
High School ◽  
High School Teachers ◽  
Turnover Intention ◽  
Online Teaching ◽  
Job Burnout ◽  
School Teachers ◽  
High Turnover ◽  
Great Pressure ◽  
Moderating Role ◽  
Predictive Effect

Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.

scholarly journals The Teachers’ Online Readiness: an evaluation of Online Learning during Covid-19 Pandemic in Indonesia

2021 ◽  
Vol 1 (3) ◽  
pp. 270-282
Author(s):  
Chandra Fitra Arifianto ◽  
Mutawali ◽  
Heny Subekti
Keyword(s):  
Online Learning ◽  
Elementary School Teachers ◽  
High School Teachers ◽  
Significant Influence ◽  
School Teachers ◽  
Significance Level ◽  
Analysis Technique ◽  
Online Readiness ◽  
The Right ◽  
A Minor

Online learning is the right choice to do during the Covid-19 pandemic. So that the challenges that teachers in implementing learning must face are in themselves. Therefore, this study assesses the influence of attitudes, interests, and motivation on teachers' online readiness in learning from home due to the Covid-19 pandemic. This research is quantitative by using a questionnaire for data collection. The sample was determined using an accidental sampling method, namely elementary school teachers and equivalent to senior high school teachers and equivalent from all regions of Indonesia, totaling 281 respondents. While the analysis technique used is multiple linear regression. The results of this study indicate that attitude has a significant influence on online readiness, with the most dominant indicator being behavior, interest also has a significant influence on online readiness, with the most dominant indicator being personal, and motivation has a minor influence on online readiness with the most indicator dominant being external. While simultaneously, attitudes, interests, and motivation positively affect online readiness with a significance level of less than 0.005. Due to the limited variables chosen, it is recommended to enrich it using other variables in further research.

scholarly journals Optimalisasi Penggunaan WhatsApp Group Sebagai Sarana Komunikasi dan Media Pembelajaran Online Selama Masa Pandemi COVID-19 bagi Guru SD Negeri 10 Pianggu

2021 ◽  
Vol 3 (1) ◽  
pp. 19-28
Author(s):  
Fitri Handayani ◽  
Marsika Sepyanda ◽  
Risza Dwiputri ◽  
Riyen Permata ◽  
Zulfariati
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary School Teachers ◽  
Online Teaching ◽  
Teaching Tool ◽  
School Teachers ◽  
Training Materials ◽  
Learning Assistance ◽  
Training Activities ◽  
Assistance Tool

The readiness of elementary school teachers to use online learning media during the COVID-19 pandemic remains very low. Many teachers are unable to optimize various features of online teaching media, such as the use of WhatsApp. This was also experienced by teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district. Not all teachers can make the best use of WhatsApp as an online learning tool. Some teachers are still unaware of the features accessible on WhatsApp that might be utilized as a learning assistance tool. Therefore it is necessary to provide training for teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district in presenting learning materials through the use of WhatsApp. The implementation of service activities is carried out by providing training through lectures, discussions, and practices. Teachers were given information and knowledge about WhatsApp as a means of online learning medium during the Covid-19 pandemic. Based on the training activities that were conducted, the teachers demonstrated an eager attitude and a desire to learn more about various features on Whatsapp. Teachers receive training materials fast and can utilize the WhatsApp group as an effective online teaching tool, so the training generates favorable feedback.

scholarly journals Taking the first step: How to create a high-school linguistics course

2021 ◽  
Vol 6 (3) ◽  
pp. 5140
Author(s):  
L’Meese Greaney
Keyword(s):  
High School ◽  
High School Teachers ◽  
Subject Matter ◽  
School Teachers ◽  
Subject Matter Expertise ◽  
K 12 ◽  
Standardized Curriculum

While teachers might see the need for linguistics, the fear of not being “expert enough” can prevent high-school teachers from all disciplines from designing and teaching a linguistics course. Teachers, with or without subject matter expertise, who seek to establish a K-12 linguistics course need to work closely with administrators and stakeholders, maintain a “progress over perfection” mentality, consider the merits of exposing students to linguistics early instead of waiting for a national, standardized curriculum, and remain flexible in delivery.

scholarly journals Associating Psychological Factors With Workplace Satisfaction and Position Duration in a Sample of International School Teachers

2021 ◽  
Vol 11 ◽  
Author(s):  
Ross C. Hollett ◽  
Mark McMahon ◽  
Ronald Monson
Keyword(s):  
High School ◽  
Elementary School ◽  
Organizational Commitment ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Stress Tolerance ◽  
High School Teachers ◽  
School Teachers ◽  
Workplace Satisfaction ◽  
Psychological Attributes

To be an effective teacher, a combination of specific professional skills and psychological attributes are required. With increasingly fluid employment conditions, particularly in the international context, recruiters and schools are under considerable pressure to quickly differentiate candidates and make successful placements, which involves more than just determining if a candidate holds an appropriate qualification. Therefore, the aim of this cross-sectional study was to measure theoretically and empirically valuable psychological attributes in an international sample of schoolteachers to determine the most valuable correlates of satisfaction and position duration. An international sample (N = 335) of elementary, middle and high school teachers completed an online survey to capture their workplace satisfaction, position duration and measure 15 psychological attributes using validated instruments. Linear associations were estimated using hierarchical regression with this analysis complemented and compared with follow-up non-linear neural network models. Using regression, lower agreeableness (less people-oriented) emerged as the strongest correlate of longer position duration throughout the cohort. In elementary school teachers, lower impulsivity and higher organizational commitment emerged as the strongest correlates of longer position duration. In high school teachers, better stress tolerance and higher organizational commitment emerged as the strongest correlates of longer position duration. Using neural networks to suggest predictive models, low levels of neuroticism and impulsivity were the strongest predictors of longer position duration in elementary school teachers. High stress tolerance also predicted high work satisfaction in elementary teachers, whereas it was lower impulsivity that most strongly predicted higher work satisfaction in high school teachers. Innovation tendencies, perhaps surprisingly, appeared as a consistent predictor of lower levels of workplace satisfaction across teaching levels. Honesty-humility also emerged as a predictor of shorter position duration, particularly for primary/elementary teachers scoring above the mean. Taken together the results suggest an interesting balancing act that needs to be struck between hiring people-oriented and innovative teachers who may be more effective and adaptable but also at greater risk of changing position, possibly due to an increased interest and ability to transition into new social environments.

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