Sonja Pečjak (Author), Tina Pirc (Author)

Abstract

Due to the COVID-19 pandemic, students and teachers found themselves in an unprecedented situation where they faced both academic and psychosocial problems. In our study, we focused on some teacher characteristics that predict their perceived competence in meeting students' emotional needs during distance learning (PSCEN-DL) and thus contribute to students' well-being. In a sample of 645 Slovenian compulsory basic education teachers, the results of the regression analysis showed that teachers' resilience and their beliefs about the importance of focusing on psychosocial relationships when returning to school explained one-fourth of the variance in their PCSEN-DL. Results from a subsample of class teachers (n = 375) who were categorised into two extreme groups (low and high) in terms of their PCSEN-DL showed that teachers with high PCSEN-DL focused more on supporting, encouraging and relaxing students. Some practical implications about the importance of developing PCSEN in teachers are discussed.

Keywords

COVID-19;pouk na daljavo;učitelji;osnovnošolci;blagostanje;osebnostna prožnost;podpora;Connor-Davidsonova lestvica osebnostne prožnosti CD-RISC-10;Indeks medsebojne odzivnosti IRI;distance education;teachers;primary school students;well being;resilience (psychological);support;Connor-Davidson resilience scale CD-RISC-10;Interpersonal relational index IRI;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL FF - Faculty of Arts
UDC: 37.018.43:616-036.22
COBISS: 116531203 Link will open in a new window
ISSN: 1332-0742
Views: 41
Downloads: 12
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: Slovenian
Secondary abstract: Zbog pandemije uzorkovane bolešću COVID-19 učenici i nastavnici našli su se u izvanrednoj situaciji u kojoj su se suočili i s akademskim i sa psihosocijalnim problemima. U našemu smo se istraživanju usredotočili na neke karakteristike nastavnika koje predviđaju njihovu percipiranu kompetenciju u zadovoljavanju emocionalnih potreba učenika tijekom učenja na daljinu (PSCENDL) i tako doprinose dobrobiti učenika. Na uzorku od 645 slovenskih učitelja obveznoga osnovnog obrazovanja rezultati regresijske analize pokazali su da otpornost učitelja i njihova uvjerenja o važnosti fokusiranja na psihosocijalne odnose prilikom povratka u školu objašnjavaju jednu četvrtinu varijance PCSEN-DL-a. Rezultati poduzorka učitelja razredne nastave (n = 375) koji su bili kategorizirani u dvije ekstremne skupine (nizak i visok PCSEN-DL) pokazali su da su se učitelji s visokim PCSEN-DL-om više usredotočili na podršku, poticanje i opuštanje učenika. U radu se raspravlja i o praktičnim implikacijama važnosti razvoja PCSEN-a kod učitelja.
Secondary keywords: COVID-19;pouk na daljavo;učitelji;osnovnošolci;blagostanje;osebnostna prožnost;podpora;Connor-Davidsonova lestvica osebnostne prožnosti CD-RISC-10;Indeks medsebojne odzivnosti IRI;
Pages: str. 299-316
Volume: ǂVol. ǂ31
Issue: ǂno. ǂ2
Chronology: 2022
DOI: 10.31820/pt.31.2.5
ID: 16015488