Experiences of Teachers While Teaching at Home During the COVID-19 Pandemic

Kristopher K. Garza, Kelly S. Hall, Gijs van Oort, Judith Gonzalez-Rodriguez and Kastaylia Garcia
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Kristopher K. Garza: Department of Educational Leadership and Counseling, Associate Professor of Counseling, Texas A&M University, Kingsville–Kingsville, Texas, United States
Kelly S. Hall: Department of Educational Leadership and Counseling, Assistant Professor of Educational Leadership, Texas A&M University, Kingsville–Kingsville, Texas, United States
Gijs van Oort: Department of Management, Marketing, and Information Systems, Adjunct Professor, Texas A&M University, Kingsville-Kingsville, Texas, United States
Judith Gonzalez-Rodriguez: Corpus Christi Independent School District, Allen Elementary School, Counseling Department, Corpus Christi, Texas, United States
Kastaylia Garcia: Bishop Consolidated Independent School District, Department of Counseling, Bishop, Texas, United States

Research Journal of Education, 2022, vol. 8, issue 1, 11-16

Abstract: The purpose of the study was to assess how the COVID-19 pandemic impacted the experiences of teachers as they transitioned to teaching online. The researchers investigated the experiences of 81 teachers of grades 4-12 in South Texas while teaching at home during the pandemic. An online survey using a 3-point scale, posed questions to teachers about their experiences with administrative support, technical difficulties, communications capabilities, and personal wellbeing under pandemic protocols. Findings showed that teachers experienced a lack of administrative support and reported deteriorating wellbeing conditions. Daily contact with students and colleagues and weekly contact with parents was reported. Decreased social time was experienced by teachers as were increased stress and frustration levels. Most respondents observed different online learning capabilities among students from different social backgrounds. We conclude that teaching from home offers additional stress factors for teachers which- if this type of teaching needs to be equally effective to classroom teaching- will require guidance, administrative encouragement, and assistance in maintaining stable levels of wellbeing. Future research may consider the impact of such support mechanisms on teacher effectiveness.

Keywords: Teaching during pandemic; Remote teaching; Teacher wellbeing. (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:arp:rjearp:2022:p:11-16

DOI: 10.32861/rje.81.11.16

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