Digital Skills And Digital Literacy: New Trends In Vocational Training Emotional State Of Teaching Personnel In Times Of Pandemic

Abstract

Regarding academic paradigms of the teaching process, educational administration, including governance, the COVID-19 outbreak has impacted the government education institutions. Educators' conflict self-efficacy as well as job dedication are crucial for investigation in light of this approaching paradigm change. The studies demonstrated that conflict self-efficacy substantially impacted public focuses on teachers' job involvement as during COVID-19 outbreak. Educators' job dedication is positively predicted by their ability to handle ambiguity throughout this period. In addition, the information revealed a high level of conflict self-efficacy in concepts of intervention, prevention, accomplishment, and confusion governance, as well as a significant impact on work dedication among instructors of devotion to the classroom, dedication to pupils, responsibility to educators, as well as dedication to the job role. The study's outcomes also revealed a relationship between crisis self-efficacy and teachers' job dedication during the epidemic. This research establishes a theoretical foundation for a more comprehensive assessment of teacher digital competence (TDC). Furthermore, it discusses the term digital literacy and skill and how it affects teachers’ emotional state. It also states the emerging trends in the field of digital education in the time of COVID outbreak.