| dc.contributor | 教育學院; 教育系 | |
| dc.creator (作者) | 胡悅倫;莊俊儒 | |
| dc.creator (作者) | Hu, Yueh-Luen;Ching, Gregory S.;Chao, Pei-Ching;Castillo, Fides del;Gungon, Jenny Lynn;Trajera, Sheilla M.;Roberts, Amy;Zuo, Yu | |
| dc.date (日期) | 2024-05 | |
| dc.date.accessioned | 10-Sep-2024 13:57:14 (UTC+8) | - |
| dc.date.available | 10-Sep-2024 13:57:14 (UTC+8) | - |
| dc.date.issued (上傳時間) | 10-Sep-2024 13:57:14 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/153731 | - |
| dc.description.abstract (摘要) | 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. | |
| dc.format.extent | 108 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 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 | |
| dc.subject (關鍵詞) | Online Teaching Engagement; Teacher Fatigue; Social-Emotional Learning; Online Teaching Facilitation; Job Demands-Resources Model | |
| dc.title (題名) | Teacher Fatigue, Social-Emotional Learning, Online Teaching Engagement and Facilitation: Experiences of Teachers During COVID-19 | |
| dc.type (資料類型) | conferernce | |
| dc.identifier.doi (DOI) | 10.1007/978-3-031-61678-5_20 | |
| dc.doi.uri (DOI) | https://doi.org/10.1007/978-3-031-61678-5_20 | |
