Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT

Abstract

ABSTRACT The post-COVID The Great Online Transition requires more support for teaching with information and communications technology (ICT) than ever. The present study investigated teachers’ psychological (perceived preparedness for distance education) and behavioural (frequency of teacher – student contact) adaptations to distance education in relation to job (training, collaboration, and equipment) and personal (self-efficacy) resources in the area of ICT during the first wave of school closings in 2020. We surveyed 1103 teachers in German-speaking regions via newsletters and X (formerly Twitter). Results from the recursive path model showed that all job resources were positively associated with teachers’ perceived preparedness, but the actual frequency of contact was only significantly related to ICT collaboration. Lastly, ICT self-efficacy mediated the associations between job resources and teachers’ adaptations. Our findings highlighted policymaking and school administration applications in which focus should be placed on fostering ICT resources, particularly collaboration.