Faculty of Educational Studies, Adam Mickiewicz University, 61-712 Poznan, Poland.
Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, 61-712 Poznan, Poland.
Int J Environ Res Public Health. 2022 Mar 25;19(7):3905. doi: 10.3390/ijerph19073905.
The article aims to show social capital resources in coping with distance education during the COVID-19 pandemic of Polish teachers working at different educational stages. The sample consisted of 1104 women (91.2%) and 107 men (8.8%) who described their remote professional experiences as valued positively during the pandemic. The collected verbal material was analyzed with quantitative content analysis based on theory-driven categories of social capital: Relationships, trust, commitment, and fulfilling obligations. Then, the frequency of words belonging to the categories in each participant's utterance was assessed. The results indicate that when describing positive experiences (situations and events) during distance education, teachers referred mainly to social capital resources in terms of relationships and fulfilling obligations. The results indicate that teachers working in secondary schools in Poland put less emphasis on building social capital during distance education, especially in terms of relationships, than teachers working with younger children.
本文旨在展示在 COVID-19 大流行期间，波兰处于不同教育阶段的教师在应对远程教育时的社会资本资源。样本由 1104 名女性（91.2%）和 107 名男性（8.8%）组成，他们将远程专业经验描述为在大流行期间具有积极价值。收集到的口头材料通过基于社会资本理论驱动类别的定量内容分析进行了分析：关系、信任、承诺和履行义务。然后，评估了每个参与者话语中属于这些类别的词的频率。结果表明，在描述远程教育中的积极经历（情况和事件）时，教师主要提到了关系和履行义务方面的社会资本资源。结果表明，波兰中学教师在远程教育期间，尤其是在关系方面，建立社会资本的重视程度低于与年幼儿童打交道的教师。
