Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and-where logistically feasible-an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers' demographics and professional adaptation to emergency remote teaching in their perception of how their students were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.

Automated summary

The COVID-19 pandemic has disrupted lives and forced a sudden shift to emergency remote instruction for teachers and students. Based on an online survey involving participants from 91 countries, this study explores how teachers' demographics and professional adaptation to emergency remote teaching impact their perceptions of students' coping strategies, with the resultant model explaining 51% of variance. These findings may provide valuable guidelines for future training and intervention programs given the importance of teacher perceptions in the effectiveness of instruction.