Factors hindering teacher work in the spring of digital education 2020. Results of a qualitative research
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Abstract
During the period of forced digital education, teachers faced a considerable professional challenge in March 2020. The solution was made rather complicated by certain factors, as a result teachers reported decrease in their self-efficiency (Jagodics et al., 2020; Kóródi et al., 2020). The aim of our research was to explore the factors behind the decrease of self-efficiency with a qualitative approach. Participating teachers (N = 769, MAge = 46.3 years) were asked to write down what made their work difficult during this critical period. The obtained data were subjected to content analysis. Responses were categorized using the open coding method then processed and analyzed according to the rules of Associative Group Analysis (AGA).
The results of the qualitative analysis showed that the methodological challenges and the lack of personal contact made teachers’ work more difficult, in addition, organizational difficulties and technical problems appeared with relatively high weight and frequency. As a result of the person-oriented analysis, it was possible to identify different groups of teachers who felt different difficulties stand out in this situation. In our study, we detail the teacher-profiles and their characteristics formed by this analysis. The results presented in this study can help better understand the problems associated with digital education and develop the developmental steps needed to address them.
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