Teachers' Perceived Effectiveness in Online Teaching during COVID-19 Crisis: Comparing Jewish/Arab Teachers in Israel

Autor/in	Masry-Herzallah, Asmahan
Titel	Teachers' Perceived Effectiveness in Online Teaching during COVID-19 Crisis: Comparing Jewish/Arab Teachers in Israel
Quelle	In: International Journal of Instruction, 15 (2022) 3, S.649-676 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Teacher Effectiveness; Arabs; Jews; Online Courses; Synchronous Communication; Comparative Analysis; Foreign Countries; Socioeconomic Status; COVID-19; Pandemics; Teacher Attitudes; Teacher Characteristics; Teaching Load; Working Hours; Instructional Effectiveness; Educational Change; Job Satisfaction; Age Differences; Technological Literacy; Pedagogical Content Knowledge; Asynchronous Communication; Family Characteristics; Achievement Gap; Distance Education; Elementary School Teachers; Middle School Teachers; High School Teachers; Teaching Methods; Israel + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Arab; Araber; Jew; Jude; Jüdin; Juden; Online course; Online-Kurs; Ausland; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Lehrdeputat; Hours of work; Arbeitszeit; Bildungsreform; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Age; Difference; Age difference; Altersunterschied; Technisches Wissen; Pädagogische Kompetenz; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The research examined teachers' perceptions of factors affecting their perceived effectiveness in online teaching in the Israeli educational system, comparing Jewish and Arab teachers' views during the Covid-19 crisis. The research employed quantitative and qualitative approaches. 295 teachers responded to a questionnaire, and 22 teachers participated in a semi-structured interview. Quantitative data analysis found that the variables socio-economic status, the teacher's age, technological competence, frequency of synchronous teaching and their satisfaction with the profession significantly predicted perceived effectiveness in online teaching. Comparison between Jewish and Arab teachers indicated the correlation between sector and perceived effectiveness in online teaching is mediated by the number of teachers' synchronous teaching hours. Above all the variables, Jewish teachers' perceived effectiveness in online teaching is best explained by the number of synchronous teaching hours. Jewish teachers taught on average more synchronous online hours per week in comparison to Arab teachers, and the number of synchronous teaching hours predicted perceived effectiveness in online teaching. Quantitative and qualitative data, gathered from the interviews with the teachers were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed that the transition to online learning may increase extant gaps between Israeli society's sectors. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01