Effectiveness of the Teacher Resilience Distance Support Programme in Latvia, Lithuania and Slovakia
DOI:
https://doi.org/10.14738/assrj.102.14069Keywords:
teachers, resilience, distance support programme, comparative study between countriesAbstract
As society becomes more modern, the economic and social significance of teleworking is increasing. This trend has been particularly accelerated by the Covid-19 pandemic. Teleworking, as distance education/learning, has also been applied in the education system. However, there are limitations to such work, one of which is the loss of communication between teachers and students. School educators are in need of emotional resources and resilience when working remotely. There is a lack of targeted distance support programmes for teachers. Aim of the study. To investigate the effectiveness of the Teacher Distance Resilience Support Programme. Study participants. 161 teachers from different schools in Lithuania, Latvia and Slovakia. Methodology. Feedback questionnaire for the Teacher Resilience Support Programme (Svence, 2022); supervision of the training programme and focus group. Results. Relatively high Cronbach alpha values for the questionnaire modules were established. It was found that teachers in the whole sample have a positive perception of the effectiveness of the distance support training programme. Statistically significant differences were found in evaluations of individual modules submitted by teachers from Lithuania, Latvia, and Slovakia. The age and experience of teachers did not show statistically significant difference. Conclusions. Teachers in all the three countries have positive perceptions of the effectiveness of the distance support programme based on the feedback questionnaire and the supervision and focus group. In order to strengthen the resilience of teachers who work distance, it is recommended that the remote support programme is applied in school communities and included in teacher training studies.
References
Āboltiņa L. Mācīšanās principi sociālā darba supervīzijā. No: Latvijas Universitātes raksti, 747. Sējums: Pedagoģija un skolotāju izglītība, 2017, Rīga: LU 32.- 44.lpp.
Birkāne, U.& Svence, G. Skolotāju iesaistes darbā, emocionālās izdegšanas un dzīvesspēka rādītāju sakarības. Baltic Journal of Psychology, 2019, Rīga, Latvijas Universitāte. https://www.apgads.lu.lv/fileadmin/user_upload/lu_portal/apgads/PDF/Baltic_Journal_of_Psychology/Balt-Psy-Journal_2019-20.1-2.pdf
Boell, S. K., Campbell, J., Cecez-Kecmanovic, D., & Cheng, J. E. The transformative nature of telework: A review of the literature, 2013, Proceedings of the 19th Americas conference on information systems.
Carrillo, C. & Assunção Flores, M. Covid-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 2020, 43(4), 466-487.
Cullinane, C., & Montacute, R. Research brief: April 2020: COVID-19 and social mobility impact brief# 1: School shutdown.
Doyle, O. COVID-19: Exacerbating educational inequalities, 2020, Public Policy, 9, 1-10.
Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. The Difference Between Emergency Remote Teaching and Online Learning, 2020, https://er.educause.edu/articles/2020/3/the-difference-between-emergencyremote-teaching-and-online-learning
Horschers, G., Apine E. (eds.), Horšers G., Profesionālā attīstība - supervīzija sociālajā darbā. No Supervīzija sociālajā darbā. Supervizora rokasgrāmat, 2007, Rīga: LU.
Mansfield, C. F., Beltman, S., Price, A., & McConney, A.“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 2012, 28(3), 357–367. https://doi.org/10.1016/j.tate.2011.11.001 303
Montacute, R., & Holt-White, E., The Sutton Trust, corp creator. Research Brief: May 2020: COVID-19 and Social Mobility Impact Brief #2: University Access & Student Finance. [ Research brief].
Norušienė D. (2023) Relationship between stress management and job satisfaction in teleworkers: Psychology bachelor ‘s thesis/Scientific supervisor: Prof. Dr. Ala Petrulytė, 2020, Vytautas Magnus University, Vilnius,49 p.
Outhwaite, L., & Gulliford, A. Academic and social and emotional interventions in response to COVID-19 school closures, 2020, Centre for Education Policy and Equalising Opportunities, UCL Institute of Education: London, UK.
Parajuli, D. Advantages and Disadvantages of Telecommuting: An Observation. Pravaha, 2020, 26(1), 57-62.
Palumbo, R. Let me go to the office! An investigation into the side effects of working from home on work-life balance, 2020, International Journal of Public Sector Management.
Pāvula, I. Priekšvārds. No Supervīzija izglītības vidē. Pumpiņa B. (ed.), 2021, Rīga, RSU.
Supporting teachers to face the challenge of distance teaching. Erasmus project No. 2020-1-LV01-KA226-SCH-094599, https://www.teacherresilience.lu.lv/en/
Sroka, A. Is telecommuting the future of business. In 9th International Scientific Conference Analysis of International Relations 2018. Methods and Models of Regional Development. Winter Edition, pp. 147-153.
Svence, G.; Gajdasova, E.; Petrulytė, A.; Kalnina, L.; Lagzdina, L. & Pakse, I. Teachers’ social and emotional health indicators in the distance learning situation during the Covid-19 pandemic. Problems of psychology in the 21st century Šiauliai: Scientia Socialis, 2021, Vol. 15, no. 1, 2021, p. 26-38, ISSN 2029-8587, https://doi.org/10.33225/ppc/21.15.26
Svence, G. Support programme feedback questionnaire, 2022, [manuscript].
Thomas, M. S., & Rogers, C. Education, the science of learning, and the COVID-19 crisis. Prospects, 2020, 49(1-2), 87-90.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ala Petrulyte, Virginija Guogienė, Ilze Briška, Eva Gajdošová, Guna Svence
This work is licensed under a Creative Commons Attribution 4.0 International License.
