政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/153731
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113142/144115 (79%)
Visitors : 50626940      Online Users : 322
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version
    政大典藏 > College of Education > Proceedings >  Item 140.119/153731


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/153731


    Title: Teacher Fatigue, Social-Emotional Learning, Online Teaching Engagement and Facilitation: Experiences of Teachers During COVID-19
    Authors: 胡悅倫;莊俊儒
    Hu, Yueh-Luen;Ching, Gregory S.;Chao, Pei-Ching;Castillo, Fides del;Gungon, Jenny Lynn;Trajera, Sheilla M.;Roberts, Amy;Zuo, Yu
    Contributors: 教育學院;教育系
    Keywords: Online Teaching Engagement;Teacher Fatigue;Social-Emotional Learning;Online Teaching Facilitation;Job Demands-Resources Model
    Date: 2024-05
    Issue Date: 2024-09-10 13:57:14 (UTC+8)
    Abstract: Despite the COVID-19 pandemic challenges, schools in the Philippines continue to operate using a variety of learning approaches. Similar to other countries, the Philippines also utilizes online learning as a means of keeping students engaged in their studies. However, research has indicated that there are various issues related to online learning effectiveness as well as the emergence of teacher fatigue resulting in burnout. Thus, it is vital to gain a deeper understanding of the experiences of Filipino teachers who conducted online classes during the COVID-19 pandemic. In total, 181 volunteer Filipino teachers who taught online during COVID-19 were surveyed. Using the Job Demands-Resources (JD-R) Model as a framework, the data collected includes teacher fatigue, social-emotional learning, and online teaching engagement and facilitation. Statistical analysis using independent samples t-tests shows that there were significant gender differences in self-awareness, relationship skills, online teaching engagement, and facilitation with male teachers scoring significantly higher. Interestingly, teacher fatigue is positively correlated with social-emotional learning and online teaching engagement, which perhaps demonstrates the interconnectedness of teachers’ well-being and online teaching engagement. Lastly, structural equation modelling using Hayes Process Macro indicates that social-emotional learning significantly mediates the relationship between online teaching engagement and teacher fatigue. Consequently, the findings challenge traditional assumptions, particularly those regarding teacher fatigue’s positive association with social-emotional learning and online teaching engagement. In light of this unexpected finding, fostering collaborative networks and communities of practice could facilitate knowledge sharing and resource mobilization among teachers within an online teaching environment.
    Relation: Learning Technology for Education Challenges. LTEC 2024. Communications in Computer and Information Science (CCIS,vol. 2082), 台灣社會網絡學會, pp.266-284
    Data Type: conferernce
    DOI link: https://doi.org/10.1007/978-3-031-61678-5_20
    DOI: 10.1007/978-3-031-61678-5_20
    Appears in Collections:[College of Education] Proceedings
    [Department of Education] Proceedings

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML61View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback