| Author(s) | Nele McElvany, Ramona Lorenz, Justine Stang, & Thomas Brüggemann |
| Institution(s) | TU Dortmund University, Center for Research on Education and School Development (IFS) |
| Contact | Office.mcelvany-ifs.fk12@tu-dortmund.de
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| Maybe further partner(s) | |
| Theoretical framework/approach | Digitalization in schools; job demands-resources model; implementation of innovations in organisations; teaching quality; wellbeing frameworks. |
| Research questions | How did the closure of German schools in spring 2020 affect teaching methods, teaching, and teachers’ well-being?
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| Themes / topics | Experiences of teachers during the closure of schools during the pandemic in spring 2020; teaching methods, teachers’ well-being, teachers’ working conditions, teaching using digital media.
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| Main findings of study / highlights |
- Teachers rated available ICT equipment and support as negative.
- Teachers rated students’ media competence as lacking, especially for elementary students.
- Systematic differences between school types emerged.
- Teachers were on average satisfied with their job and perceived moderate levels of exhaustion and stress.
- Teachers found that students learned less and that disparities due to socioeconomic family background increased in this phase.
- Cooperation between teachers and parents was good.
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| Methods | Quantitative Online-Survey |
| Analytic Appraoch | Descriptive, explorative, explanative |
| Desig of data collection | Online survey; recruitment by advertisement in social media (e.g., twitter, facebook) Instruments: PANAS, Working Condition Scale, TPACK, BIG-5 Openness, Parental Support, Job Satisfaction, Stress, Exhaustion, Level of content with working place, ICTS Usage
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| Time(s) of data collection | April 2020 – May 2020 |
| Kind of sampling, kind and number of sample | (Online) Convenience sample across all German federal states; 3292 teacher of public and private schools, 275 school principals
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| Geographical area | Germany |
| Publication(s) |
- Lorenz, R., Lepper, C., Brüggemann, T., & McElvany, N. (2020). Unterricht während der Corona-Pandemie. Lehrkräftebefragung. Ergebnisse, Teil I: “Der Unterricht” [Teaching during the Corona pandemic. Teacher survey. Results, Part I: „Teaching”]. http://www.ifs.tu-dortmund.de/cms/de/Home/Pressematerialien/Pressematerialien/UCP_Kurzbericht_final.pdf.
- Lorenz, R., Brüggemann, T., & McElvany, N. (2020). Unterricht während der Corona-Pandemie. Zweiter Ergebnisbericht der bundesweiten Lehrkräftebefragung. Ergebnisse, Teil II: „Wohlbefinden der Lehrkräfte“ [Teaching during the Corona pandemic. Second report of results from a nationwide teacher survey. Results, Part II: „Teachers‘ Well-Being“]. http://www.ifs.tu-dortmund.de/cms/de/Home/Pressematerialien/Pressematerialien/UCP_Kurzbericht_Teil-II_final.pdf.
- McElvany, N., Lepper, C., Lorenz, R., & Brüggemann, T. (April 2021). Unterricht während der Corona-Pandemie. In D. Dohmen & K. Hurrelmann (Eds.), Generation Corona? Wie Jugendliche durch die Pandemie benachteiligt werden [Generation Corona? How young people are disadvantaged by the pandemic]. Weinheim: Beltz.
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| Project website | http://ifs.tu-dortmund.de/cms/en/research/Past-Projects/Teaching-during-the-Corona-Pandemic.html
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| Further information | |
| Comment | |
| Repository | Factsheet |