Predictors of The Subjective Effectiveness of Emergency Remote Teaching During The First Phase of The COVID-19 Pandemic

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Science Publishing Group
Worldwide school closures which were happening during the first phase of the COVID-19 pandemic in spring 2020 created a great lesson about the conditions for effective teaching. As temporary school closures seem very likely to occur in the forthcoming school year(s), at least locally, it is worthwhile to exploit this lesson to learn more about the capacities and resources that can be utilised in both emergency remote teaching (ERT) and regular teaching, beyond the pandemic. This research was initiated in the third week of ERT, on 13 April 2020, and involved 154 teachers in 87 schools in Poland. Its purpose was to identify predictors of subjective effectiveness of emergency remote teaching (SEERT) that might be important for remote teaching pedagogy in general. The results show that the best predictors of the SEERT are self-efficacy, digital competence and peer support from other teachers. The situation of the pandemic in a sense confirms the key role of transferable resources in the performance of teachers’ professional duties and sets a path for strengthening these in teacher training and continuing professional development programmes to increase capacity for both regular and remote teaching.
Emergency Remote Teaching (ERT), COVID-19, Teachers’ Subjective Effectiveness, Peer Teachers’ Support, General Self Efficacy, Digital Competence
"International Electronic Journal of Elementary Education", 2022, Vol. 14, nr 4, s. 525-538