Teachers' Prerequisites for Online Teaching and Learning: Individual Differences and Relations to Well-Being during the COVID-19 Pandemic

Autor/inn/en	Weißenfels, Marie; Benick, Manuela; Perels, Franziska
Titel	Teachers' Prerequisites for Online Teaching and Learning: Individual Differences and Relations to Well-Being during the COVID-19 Pandemic
Quelle	In: Educational Psychology, 42 (2022) 10, S.1283-1300 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weißenfels, Marie) ORCID (Benick, Manuela) ORCID (Perels, Franziska)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2034747
Schlagwörter	Distance Education; Well Being; COVID-19; Pandemics; Electronic Learning; Foreign Countries; Inservice Education; Teaching (Occupation); Psychological Patterns; Burnout; Elementary School Teachers; Secondary School Teachers; Germany + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Well-being; Wellness; Wohlbefinden; Ausland; Berufsbegleitende Ausbildung; Teaching; Lehrberuf; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Deutschland
Abstract	Teacher self-efficacy for e-Learning (TSE-EL) as well as attitudes towards e-Learning (A-EL) are highly relevant prerequisites for online teaching and learning (OTL). This study therefore analysed individual differences in A-EL and TSE-EL. Conducting latent profile analyses with n = 169 German in-service teachers, we found one group with positive A-EL as well as high TSE-EL and another with more negative A-EL and lower TSE-EL. We further analysed the differences between these groups during the COVID-19 pandemic: Teachers belonging to the group with more beneficial prerequisites were less emotionally exhausted, felt less stressed about the pandemic, perceived more success with OTL, and had higher implementation competency for OTL. These results highlight the pandemic's psycho-educational impact on teachers and provide a starting point for the development of training based on individual prerequisites. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01