Diaz Lema Melisa L, Rossi Lidia, Soncin Mara
School of Management-Politecnico Di Milano, Via Lambruschini 4/B, Milan, Italy.
Large Scale Assess Educ. 2023;11(1):10. doi: 10.1186/s40536-023-00159-7. Epub 2023 Mar 27.
The Covid-19 pandemic coerced the closure of most schools around the world and forced teachers and students to change teaching and learning methods. Emergency Remote Teaching (ERT) generated consequences to teachers and students in terms of learning outcomes and personal well-being. This study focuses on teachers' individual and working environment well-being in ERT conditions and intends to explore which factors related to the provision of digital equipment and the implementation of digital strategies by schools explain the school effect on both typologies of well-being during the Covid-19 emergency. To do so, data collected in the Responses to Educational Disruption Survey (REDS) across three countries were used, and a two-step analysis was conducted. A first step involves the use of linear mixed effect models to assess the school effect on teachers individual and working environment well-being. In the second step Regression Trees (RT) are used to investigate which factors and policies related to digital tools explained the identified school effects. The results show that schools and countries played a role in determining teachers perceived well-being during the Covid-19 disruption, in particular the school level explains more than 7% of the work environment well-being and 8% of individual one. In the second step of the analysis results show that a high positive effect on school environment well-being is observed when the school's activity is not influenced by policies limiting the use of online tools and when teacher's readiness for remote teaching, like the development of technical skills and the provision of internet access and digital devices, is met. To the best of our knowledge, this is the first study that evaluates the impact of digital tactics and instruments provided by schools on teachers' well-being on a large scale.
新冠疫情迫使全球大多数学校关闭，迫使教师和学生改变教学方法。应急远程教学（ERT）在学习成果和个人幸福感方面给教师和学生带来了影响。本研究聚焦于应急远程教学条件下教师的个人和工作环境幸福感，旨在探究与学校提供数字设备及实施数字策略相关的哪些因素能够解释在新冠疫情期间学校对这两种幸福感类型的影响。为此，我们使用了在三个国家的教育中断应对调查（REDS）中收集的数据，并进行了两步分析。第一步涉及使用线性混合效应模型来评估学校对教师个人和工作环境幸福感的影响。第二步使用回归树（RT）来研究与数字工具相关的哪些因素和政策能够解释所确定的学校影响。结果表明，学校和国家在新冠疫情期间教师的感知幸福感方面发挥了作用，特别是学校层面解释了超过7%的工作环境幸福感和8%的个人幸福感。在分析的第二步中，结果表明，当学校的活动不受限制在线工具使用的政策影响，且教师的远程教学准备情况（如技术技能的发展、互联网接入和数字设备的提供）得到满足时，对学校环境幸福感有很高的积极影响。据我们所知，这是第一项大规模评估学校提供的数字策略和工具对教师幸福感影响的研究。
