Abstract
The article aims to empirically determine the effective strategies to manage intellectual work (IW) productivity (IWP) in distance learning (DL), for example, university teachers in Georgia. Based on the expert assessment methods, determining indicators for assessing the level of Teacher Intellectual Work Productivity (TIWP) of three large universities in Georgia and its current level was analyzed using the method of integral assessment. Using the ANOVA method, determined the main factors influencing the TIWP at DL. We use the decision tree to systematize the factors of influence to TIWP and substantiate effective management strategies, taking into account teachers' qualifications, age category, and competencies to ensure the continuity and quality of DL. The results allow flexibility in managing the TIWP in the DL conditions and determining the most effective management strategies, taking into account the characteristics of teachers and the current level of development of the TIWP.
Highlights
In 2020, travel restrictions throughout Georgia were established, and public places and institutions, including educational organizations, were closed due to the COVID-19 pandemic (Husch Blackwell, 2021)
Based on the deterministic factors that determine Teacher Intellectual Work Productivity (TIWP) in the Georgian universities, we have identified several key management strategies, the practical implementation of which can improve IWP in distance learning (DL) conditions: innovative and technological; teacher motivation strategy; and development of corporate spirit and self-organization
Considering the peculiarities of the teaching staff in Georgian universities, it was revealed that the primary management strategies of TIWP should be activities aimed at improving the qualifications of teachers in the use of ICT and increasing their motivation to ensure the effectiveness of DL
Summary
In 2020, travel restrictions throughout Georgia were established, and public places and institutions, including educational organizations, were closed due to the COVID-19 pandemic (Husch Blackwell, 2021). Approved the requirement for the forced transition to online education for all the country's educational organizations (Garda World, 2020). In 2020, the Government of Georgia used about 80% of 1.8 billion lari, to finance preschool and secondary education spheres, with the remaining money invested in professional and higher education (Owens, 2021). The funding level remains relatively low in comparison with international standards (around USD 442 PPP in 2016, compared to over 105,000 USD PPP across OECD countries) (UNESCO-UIS, 2021).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Eastern European and Central Asian Research (JEECAR)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
