Journal article
'One doesn’t just move online': an intersectional analysis of teachers' response to the crisis of pandemic teaching
Teachers and teaching, theory and practice, pp 289-309
08 Aug 2023
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
While the educational emergency response to the COVID-19 pandemic centred on student learning and safety, teachers’ burnout, and teacher strikes, stories of teachers quitting the profession have left schools in crisis around the world. In this study, we use an intersectional approach to explore teacher experiences during the pandemic as ‘crisis experiences.’ The data presented in this study were obtained from an exploratory survey which recruited practicing PreK-12 and higher education teachers (n = 134) from 22 countries. The survey included closed- and open-ended questions related to teachers’ experiences teaching during the COVID-19 pandemic. One-sample chi-square tests showed that quantitative variables of gender, previous experience teaching and learning online, and grade-level taught were significantly related to teacher anxiety. A descriptive approach to qualitative analysis identified three axes of the crisis which affected teachers’ experiences: teaching environment, teaching relationships, and systemic support. Findings show teachers had no choice or adequate time to prepare to transition online, increasing anxiety especially among women, those teaching younger grades, and those without experience teaching or learning online. Teachers’ work during the pandemic should be understood as ‘emergency remote teaching’ which has put teachers at greater risk for burnout and departure from the profession.
Metrics
Details
- Title
- 'One doesn’t just move online': an intersectional analysis of teachers' response to the crisis of pandemic teaching
- Creators
- Katie A. Mathew - Drexel UniversityDavid Mattson - Drexel UniversityKristy Kelly - Drexel UniversityYiyun Fan - Drexel UniversityKathlyn Elliott - Drexel UniversityJen Katz-Buonincontro - Drexel University
- Publication Details
- Teachers and teaching, theory and practice, pp 289-309
- Publisher
- Taylor and Francis
- Number of pages
- 21
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Global Studies and Modern Languages; School of Education
- Web of Science ID
- WOS:001043203400001
- Scopus ID
- 2-s2.0-85167458538
- Other Identifier
- 991020840008904721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research