Teacher Performance in Online Learning during the COVID-19 Pandemic: A Systematic Literature Review

Abstract

Teacher performance during the COVID-19 pandemic is an issue in several countries. This article presents a systematic review of literature related to teachers’ performance in facing the COVID-19 pandemic. Teachers’ performance includes pre, process, and post-learning activities. The writing of this article was assisted by Publish or Perish 7, Mendeley, VOSviewer, and NVIVO 12 Plus applications. The search for articles in Scopus-indexed journals is limited to 2020-2022. From the search results on Publish or Perish 7, 200 Scopus-indexed articles were selected according to compatible themes into 50 articles. The findings of the theme/topic are teaching performance, clinical competence, work engagement, schools, teacher attitude, covid-19, digital teaching, online activity, distance learning, distance teaching, online learning, education innovation, online exam, digital competence, teacher training, pedagogical practices, etc. These 50 articles were analyzed according to the topic through the NVIVO 12 Plus application, and the results were described according to the research question. The findings of this article mention that teachers’ performance is facing a pandemic determined by mastery of digital devices, digital competencies, digital management, and administration, and others realized through training in the use of digital technology. Further research is needed to determine what, how, and why teachers should perform well during and after the COVID-19 pandemic in learning in or outside the classroom.