Nauczyciele akademiccy wobec kryzysowej edukacji zdalnej

Romaniuk, Miłosz Wawrzyniec; Łukasiewicz-Wieleba, Joanna; Kohut, Svitlana

doi:10.15219/em87.1489

Cited by 14 publications

(13 citation statements)

References 19 publications

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“…Teaching time in COVID-19 pandemic and between lockdowns was a completely new, global change in the way of teaching, which had never taken place in Polish education before. Therefore, it is not surprising that many schools lacked adequate equipment and guidelines regarding the rules of distance learning ( Morgan, 2020 ; Romaniuk, Łukasiewicz-Wieleba & Kohut, 2020 ; Madalińska-Michalak, 2021 ; Rotas & Cahapay, 2020 ). A broader view of the functioning of teachers at that time presented Supreme Audit Office (SAO) report.…”

Section: Introductionmentioning

confidence: 99%

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Bartosiewicz

Łuszczki

Zaręba

et al. 2022

PeerJ

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Background The work of teachers during the COVID-19 pandemic created additional challenges and required them to go beyond conventional teaching methods, which in turn required teachers to be more resilient and caused stress and excessive workload. The aim of the study was to assess the level of occupational burnout, the sense of job satisfaction and the self-efficacy of primary and secondary school teachers working during the COVID-19 pandemic in Poland. Methods This is a cross-sectional descriptive study conducted among 412 teachers from randomly selected primary and secondary schools in the Podkarpacie region in Poland. The questionnaire contained socio-demographic data of the respondents and three standardized scales: The Scale of Job Satisfaction (SJS), General Self-Efficacy Scale (GSES) and Arbeitsbesorgenes Verhaltens und Erlebenmuster (AVEM). The Shapiro–Wilk, Kruskal–Wallis and Mann–Whitney U-test were used. Statistical analysis was performed with Statistica TIBCO 13.3 and R (version 3.6.1) software. Results The satisfaction with the work of the surveyed teachers was average in the job satisfaction scale. The vast majority of the surveyed teachers presented type B (overburdened risk type) of work-related behavior, and type A (overburdened risk type) in which the probability of burnout is very high. The feeling of self-effectiveness determines the level of job satisfaction and the level of professional burnout among the surveyed teachers. Job satisfaction had a statistically significant impact on the assessment of self-efficacy of the surveyed teachers (p < 0.0001). The types of work-related behavior have a statistically significant impact on the assessment of the teachers’ own effectiveness (p < 0.0001). Conclusion There is a close relationship between teachers’ level of self- efficacy, job satisfaction and, therefore it may predispose them to the occurrence of burnout syndrome in the future. Support for this professional group is needed. These findings may be important for education policy, teacher’s practice, and subsequent research. Ultimately, the study may provide some suggestions for methodological and educational strategies.

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Section: Introductionmentioning

confidence: 99%

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Bartosiewicz

Łuszczki

Zaręba

et al. 2022

PeerJ

View full text Add to dashboard Cite

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“…Our analysis allows us to conclude that the main problems in remote education related to Internet connections, access to hardware and software, and the need to share equipment and space with other household members. These problems have also been indicated by many other researchers of crisis distance education (Omyła-Rudzka, 2021;Buchner et al, 2020;Romaniuk et al, 2020;Ptaszek et al, 2020;Plebańska et al, 2020).…”

Section: Summary and Discussion Of The Resultsmentioning

confidence: 57%

Opportunities, Possibilities and Limitations of the Development of a Gifted Student During a Pandemic in the Opinion of Parents

Trzcińska-Król

Romaniuk

2022

MJSE

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The introduction of remote learning during the coronavirus pandemic has changed the way of working with gifted students. The article presents the results of a survey conducted among parents of gifted students aged 10–15 years. The parents filled out an electronic questionnaire containing both open- and closed-ended questions. Data were collected on 1,477 gifted children. The aim of the research is to diagnose the opportunities, possibilities, and limitations of the development of gifted students aged 10–15 (grades 4–8, secondary education) under the distance learning during the pandemic. The subject of the study is an analysis of selected elements of educating gifted students during the pandemic. The results indicate that 36.8% of students had comfortable conditions for remote learning (their own computer and room and a good Internet connection). The students’ involvement in learning and independence were differentiated by their ability. The girls were significantly more involved than the boys and were statistically significantly more independent. The students’ involvement correlated positively with their independence. The main themes of the parents’ statements regarding the possibilities and advantages of remote education were saving time, developing and strengthening academic competences, developing existing or acquiring new skills, maintaining children’s safety and using IT tools during online learning. The students mainly developed their interests and abilities on their own, often with the support of the family, using the media or referring to online resources. No systemic support for gifted students was indicated.

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“…These findings are supported by other regional studies indicating the decisive role of one's individual beliefs related to the choice of digital tools in the teacher's repertoire. In the process of applying ICT, the range and quality of the activities offered are determined by substantive, teaching and IT competences of the teachers and their readiness for new forms of work [58] rather than, for example, the availability of materials or the infrastructure of the institution. The importance of the attitude of the management (e.g., the head teacher) towards the use of new technologies was also found to be crucial.…”

Section: Discussionmentioning

confidence: 99%

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

2022

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The digitalisation of education has become an irreversible process, and Poland is no exception. However, the issue of ICT usage in education raises many concerns and controversies, posing numerous methodological challenges at the same time. In the interpretation of our research, one of the most frequently used and validated models in empirical research—the Unified Theory of Technology Acceptance and Use (UTAUT) model—was used. The aim of the research was to show the frequency of use of popular hardware, software and websites among teachers from Poland (in the Silesia Province) and finding answers to the questions pertaining to the main determinants of digital teaching aids. The frequency of ICT use in education was juxtaposed with the attitudes towards new media in the school environment as well as with the support of managers in that area. Quantitative research was conducted on a sample of N = 258 in 2020. A questionnaire in the form of a digital diagnostic survey was used to collect data. Based on the data collected, it was noted that: (1) Teachers use virtual systems (eRegisters) and interactive whiteboards most often, while educational podcasts and software for learning foreign languages are used least often; (2) approximately 40% of teachers use ICT often or very often in their school teaching; (3) in public schools, digital teaching aids are used slightly more often than in non-public institutions; (4) teachers are consistent in their use of digital teaching aids, so the individuals experimenting with and implementing ICT at school do so regardless of the type of software and hardware; (5) active support from school head teachers strengthens the frequency of ICT use in education; and (6) in schools where the use of smartphones by students is prohibited, the frequency of ICT use in education is at a lower level.

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Nauczyciele akademiccy wobec kryzysowej edukacji zdalnej

Cited by 14 publications

References 19 publications

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Opportunities, Possibilities and Limitations of the Development of a Gifted Student During a Pandemic in the Opinion of Parents

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

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