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Remote Teaching, Self-Resilience, Stress, Professional Efficacy, and Subjective Health among Israeli PE Teachers during the COVID-19 Pandemic

期刊

EDUCATION SCIENCES
卷 12, 期 6, 页码 -

出版社

MDPI
DOI: 10.3390/educsci12060405

关键词

remote teaching; professional efficacy; subjective health; PE teachers

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  1. Chief Scientist of the Ministry of Education [483/21]

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This study investigated the impact of various factors on the professional efficacy and subjective health perception of PE teachers during the COVID-19 pandemic. Understanding remote policies and receiving support from administration were found to be important for professional efficacy, while educational programs had an impact on subjective health perception.
This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N = 757) from elementary, middle, and high schools in Israel voluntary completed surveys on the topics of stress levels, self-resilience, remote teaching, professional efficacy, and subjective health perception. Sex, remote-teaching experience and clear remote school policy significantly predicted professional efficacy. Sex, teaching experience and self-resilience significantly predicted subjective health perception. This study demonstrated the need for a clear remote policy, as it likely empowers teacher professional efficacy. Transparent procedures and guidelines, along with clarifying remote policies by a supportive administration, are important for the professional efficacy of PE teachers. In addition, educational programs that are aimed at developing and strengthening the values of a healthy, positive, and balanced lifestyle are important to subjective health perception among PE teachers.

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