Personal and professional qualities of the teacher and their impact on the quality of distance education
Abstract
The article examines the influence of personal and professional qualities of teachers on the effectiveness of distance education. It has been noted that with the start of military operations on the territory of Ukraine, since February 2022, distance education has become the only possible form of education in most regions. The institutional separation and establishment of distance education as an independent area has accelerated. At the same time, issues regarding the factors that ensure the quality of this form of education have arisen.
In the study, the professional and personal qualities of the teaching staff of educational establishments have been considered among the key factors affecting the quality of distance education. The following components of teachers' professional and personal qualities - motivation and self-efficacy – have been analyzed as factors that can determine the teacher's readiness to effectively use the resources and opportunities of distance education.
A study was conducted on the level of self-efficacy and motivation of teachers who had advanced training courses at the Ukrainian Engineering Pedagogic Academy. The study of the self-efficacy of teachers in distance learning was carried out using a self-efficacy scale modified according to the needs of the study. The level of motivation to use distance education was determined by the attitude towards distance education. The level of support for online learning from the administration of educational establishments and its possible influence on the level of motivation and self-efficacy of teachers was also studied.
It has been found that more than half of the respondents, 59.7%, consider distance education as a convenient means of transferring knowledge. The Pearson’s correlation coefficient test has revealed the existence of a +1 positive correlation between the favorable attitude towards distance education and support from the management of the educational establishment. Teachers who had and have support for the implementation of distance education have also shown a favorable attitude to online learning - 53%.
The data related to self-efficacy scores and the level of support from the administration of the higher education institution have been verified. The results have shown that the higher the level of support of the distance learning by the administration of educational institution, the higher the self-efficacy of teachers.
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