Volume 7, Issue 1 (5-2024)
Iranian Journal of Educational Sociology 2024, 7(1): 91-102 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ahmadi S, Tahmasebzadeh Sheikhlar D, Khosravi R A. (2024). Understanding Teachers' Experiences of the Effects and Outcomes of COVID-19 on the Quality of Education in Elementary Schools. Iranian Journal of Educational Sociology. 7(1), 91-102. doi:10.61838/kman.ijes.7.1.9
URL: http://iase-idje.ir/article-1-1378-en.html
URL: http://iase-idje.ir/article-1-1378-en.html
1- MA, Department of Curriculum Studies, University of Tabriz , Tabriz, Iran
2- Associate Professor, Department of Education, Faculty of Education and Psychology, University of Tabriz, Iran
3- Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
2- Associate Professor, Department of Education, Faculty of Education and Psychology, University of Tabriz, Iran
3- Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract: (303 Views)
Purpose: The COVID-19 pandemic has had significant effects and outcomes on primary education. Therefore, the aim of this study was to understand teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools.
Methodology: This qualitative study was phenomenological in nature. The research population consisted of elementary school teachers in Zanjan County, from which 24 were selected as samples through purposive sampling based on the principle of theoretical saturation. The samples were subjected to semi-structured interviews, the validity of which was confirmed through triangulation and the reliability was calculated as 0.88 using the intercoder agreement coefficient. Data analysis of the present study was conducted using thematic analysis in MAXQDA software.
Findings: The results of this study indicated that understanding teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools consisted of 14 sub-themes under 2 main themes. The main theme of the virtualization of education included 9 sub-themes: deficiencies in facilities and infrastructure, lack of information and experience among teachers, decreased quality of learning, increased stress among families, behavioral and psychological problems of students, health and physical problems of students, economic problems, educational gaps, and the organization of psychological strengthening courses. The main theme of developing new policies and strategies in education and teaching included 5 sub-themes: a new approach to modern education, new policies in school development, new strategies in teacher training, new work procedures and goals, and the integration of technology in the workplace and life.
Conclusion: According to the results of this study, it was determined that COVID-19 opened a new window for the education system to adjust and change educational policies and develop the necessary infrastructure to improve the quality of education.
Methodology: This qualitative study was phenomenological in nature. The research population consisted of elementary school teachers in Zanjan County, from which 24 were selected as samples through purposive sampling based on the principle of theoretical saturation. The samples were subjected to semi-structured interviews, the validity of which was confirmed through triangulation and the reliability was calculated as 0.88 using the intercoder agreement coefficient. Data analysis of the present study was conducted using thematic analysis in MAXQDA software.
Findings: The results of this study indicated that understanding teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools consisted of 14 sub-themes under 2 main themes. The main theme of the virtualization of education included 9 sub-themes: deficiencies in facilities and infrastructure, lack of information and experience among teachers, decreased quality of learning, increased stress among families, behavioral and psychological problems of students, health and physical problems of students, economic problems, educational gaps, and the organization of psychological strengthening courses. The main theme of developing new policies and strategies in education and teaching included 5 sub-themes: a new approach to modern education, new policies in school development, new strategies in teacher training, new work procedures and goals, and the integration of technology in the workplace and life.
Conclusion: According to the results of this study, it was determined that COVID-19 opened a new window for the education system to adjust and change educational policies and develop the necessary infrastructure to improve the quality of education.
Type of Study: Research Article |
Subject:
Special
Received: 2024/01/8 | Accepted: 2024/02/13 | Published: 2024/03/9
Received: 2024/01/8 | Accepted: 2024/02/13 | Published: 2024/03/9
References
1. Abolmaali Alhosseini, K. (2020). Psychological and Instructional consequences of Corona disease (Covid-19) and coping strategies with them. Educational Psychology, 16(55), 157-193. [DOI:10.22054/jep.2020.52371.2993]
2. Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863-875. [DOI:10.1080/10494820.2020.1813180]
3. Ammar, A., Brach, M., Trabelsi, K., Chtourou, H., Boukhris, O., Masmoudi, L., Bouaziz, B., Bentlage, E., How, D., Ahmed, M., Müller, P., Müller, N., Aloui, A., Hammouda, O., Paineiras-Domingos, L. L., Braakman-Jansen, A., Wrede, C., Bastoni, S., Pernambuco, C. S., . . . Consortium, O. B. o. t. E.-C. (2020). Effects of COVID-19 Home Confinement on Eating Behaviour and Physical Activity: Results of the ECLB-COVID19 International Online Survey. Nutrients, 12(6), 1583. [DOI:10.3390/nu12061583] [PMID] []
4. Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438. [DOI:10.3390/su12208438]
5. Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, 105225. [DOI:10.1016/j.worlddev.2020.105225] [PMID] []
6. Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. [DOI:10.1002/hbe2.191] [PMID] []
7. Bhandari, V. (2020). Improving internet connectivity during Covid-19. Digital Pathways at Oxford Paper Series(4). [DOI:10.2139/ssrn.3688762]
8. Bobo, E., Lin, L., Acquaviva, E., Caci, H., Franc, N., Gamon, L., Picot, M. C., Pupier, F., Speranza, M., Falissard, B., & Purper-Ouakil, D. (2020). Comment les enfants et adolescents avec le trouble déficit d'attention/hyperactivité (TDAH) vivent-ils le confinement durant la pandémie COVID-19 ? L'Encéphale, 46(3, Supplement), S85-S92. [DOI:10.1016/j.encep.2020.05.011] [PMID] []
9. Bono, G., Reil, K., & Hescox, J. (2020). Stress and wellbeing in urban college students in the US during the COVID-19 pandemic: Can grit and gratitude help? International Journal of Wellbeing, 10(3). [DOI:10.5502/ijw.v10i3.1331]
10. Budi, H. S., Ludjen, J. S. M., Aula, A. C., Prathama, F. A., Maulana, R., Siswoyo, L. A. H., & Prihantono, A. S. (2020). Distance learning (DL) strategies to fight coronavirus (COVID-19) pandemic at higher education in Indonesia. International Journal of Psychosocial Rehabilitation, 24, 8777-8782. [DOI:10.37200/IJPR/V24I7/PR270859]
11. Carolan, C., Davies, C. L., Crookes, P., McGhee, S., & Roxburgh, M. (2020). COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Education in Practice, 46, 102807. [DOI:10.1016/j.nepr.2020.102807] [PMID] []
12. Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. [DOI:10.1073/pnas.2022376118] [PMID] []
13. Fegert, J. M., Vitiello, B., Plener, P. L., & Clemens, V. (2020). Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and adolescent psychiatry and mental health, 14(1), 20. [DOI:10.1186/s13034-020-00329-3] [PMID] []
14. Gazmararian, J., Weingart, R., Campbell, K., Cronin, T., & Ashta, J. (2021). Impact of COVID-19 Pandemic on the Mental Health of Students From 2 Semi-Rural High Schools in Georgia*. Journal of School Health, 91(5), 356-369. [DOI:10.1111/josh.13007] [PMID] []
15. Genta, F. D., Neto, G. B. R., Sunfeld, J. P. V., Porto, J. F., Xavier, A. D., Moreno, C. R. C., Lorenzi-Filho, G., & Genta, P. R. (2021). COVID-19 pandemic impact on sleep habits, chronotype, and health-related quality of life among high school students: a longitudinal study. Journal of Clinical Sleep Medicine, 17(7), 1371-1377. [DOI:10.5664/jcsm.9196] [PMID] []
16. Hernández-Ortega, J., & Álvarez-Herrero, J.-F. (2021). Gestión educativa del confinamiento por COVID-19: percepción del docente en España. Revista Española de Educación Comparada, 0(38), 129-150. [DOI:10.5944/reec.38.2021.29017]
17. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. http://hdl.handle.net/10919/104648
18. Inga-Paida, M. I., Garcia-Herrera, D. G., Castro-Salazar, A. Z., & Erazo-Álvarez, J. C. (2020). Educación y Covid-19: Percepciones docentes para enfrentar la pandemia. Revista Arbitrada Interdisciplinaria Koinonía, 5(1), 310-331. [DOI:10.35381/r.k.v5i1.785]
19. Kamarianos, I., Adamopoulou, A., Lambropoulos, H., & Stamelos, G. (2020). TOWARDS AN UNDERSTANDING OF UNIVERSITY STUDENTS' RESPONSE IN TIMES OF PANDEMIC CRISIS (COVID-19) [pandemic crisis, COVID-19, digital natives, Generation Z]. 2020, 7(7). [DOI:10.46827/ejes.v7i7.3149]
20. Karasel Ayda, N., Bastas, M., Altinay, F., Altinay, Z., & Dagli, G. (2020). Educación a distancia para estudiantes con necesidades especiales en escuelas primarias en el período de epidemia CoVid-19. Propósitos y Representaciones, 8(3), e587. [DOI:10.20511/pyr2020.v8n3.587]
21. Li, L., Qin, L., Xu, Z., Yin, Y., Wang, X., Kong, B., Bai, J., Lu, Y., Fang, Z., Song, Q., Cao, K., Liu, D., Wang, G., Xu, Q., Fang, X., Zhang, S., Xia, J., & Xia, J. (2020). Using Artificial Intelligence to Detect COVID-19 and Community-acquired Pneumonia Based on Pulmonary CT: Evaluation of the Diagnostic Accuracy. Radiology, 296(2), E65-e71. [DOI:10.1148/radiol.2020200905] [PMID] []
22. Liu, S., Liu, Y., & Liu, Y. (2020). Somatic symptoms and concern regarding COVID-19 among Chinese college and primary school students: A cross-sectional survey. Psychiatry research, 289, 113070. [DOI:10.1016/j.psychres.2020.113070] [PMID] []
23. Mohammadi, M., Keshavarzi, F., Naseri Jahromi, R., Naseri Jahromi, R., Hesampoor, Z., Mirghafari, F., & Ebrahimi, S. (2020). Analyzing the Parents' Experiences of First course Elementary School Students from the Challenges of Virtual Education with Social Networks in the Time of Coronavirus Outbreak [Research Paper]. Journal title, 7(40), 74-101. [DOI:10.52547/erj.7.40.74]
24. Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course 'forced' online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609-611. [DOI:10.1080/02607476.2020.1755205]
25. Morgan, C., Tsai, M.-C., Hsu, C. E., Chow, H.-W., Guo, H.-R., & Lee, M.-H. (2022). Qualitative impact assessment of COVID-19 on the pedagogical, technological and social experiences of higher education students in Taiwan. Education and Information Technologies, 27(8), 10471-10495. [DOI:10.1007/s10639-022-10896-x] [PMID] []
26. Moss, G., Allen, R., Bradbury, A., Duncan, S., Harmey, S., & Levy, R. (2020). Primary teachers' experience of the COVID-19 lockdown-Eight key messages for policymakers going forward. https://discovery.ucl.ac.uk/id/eprint/10103669/
27. Mupenzi, A., Mude, W., & Baker, S. (2020). Reflections on COVID-19 and impacts on equitable participation: the case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education. Higher Education Research & Development, 39(7), 1337-1341. [DOI:10.1080/07294360.2020.1824991]
28. Nagata, J. M., Abdel Magid, H. S., & Pettee Gabriel, K. (2020). Screen Time for Children and Adolescents During the Coronavirus Disease 2019 Pandemic. Obesity, 28(9), 1582-1583. [DOI:10.1002/oby.22917] [PMID] []
29. Nicolson, A. C., Lazo-Pearson, J. F., & Shandy, J. (2020). ABA Finding Its Heart During a Pandemic: An Exploration in Social Validity. Behavior Analysis in Practice, 13(4), 757-766. [DOI:10.1007/s40617-020-00517-9] [PMID] []
30. Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). THE IMPACT OF COVID-19 ON LEARNING - THE PERSPECTIVE OF THE GHANAIAN STUDENT [emotions, highlife music, lyrics, popular music, structure]. 2020. [DOI:10.46827/ejes.v0i0.3000]
31. ÖZer, M. (2020). Educational Policy Actions by the Ministry of National Education in the times of COVID-19 Pandemic in Turkey [Türkiye'de COVID-19 Salgını Sürecinde Milli Eğitim Bakanlığı Tarafından Atılan Politika Adımları]. Kastamonu Eğitim Dergisi, 28(3), 1124-1129. [DOI:10.24106/kefdergi.722280]
32. Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J.-L. (2020). Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International journal of environmental research and public health, 17(22), 8633. [DOI:10.3390/ijerph17228633] [PMID] []
33. Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. https://www.researchgate.net/profile/Masduki-Asbari/publication/341194197_Impact_of_the_COVID-19_Pandemic_on_Online_Home_Learning_An_Explorative_Study_of_Primary_Schools_in_Indonesia/links/60136c1345851517ef2262c7/Impact-of-the-COVID-19-Pandemic-on-Online-Home-Learning-An-Explorative-Study-of-Primary-Schools-in-Indonesia.pdf
34. Ramos-Huenteo, V., García-Vásquez, H., Olea-González, C., Lobos-Peña, K., & Sáez-Delgado, F. (2020). Percepción docente respecto al trabajo pedagógico durante la COVID-19. CienciAmérica, 9(2), 334-353. [DOI:10.33210/ca.v9i2.325]
35. Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. [DOI:10.29333/ejecs/388]
36. Sevilla Santo, D. E., Martín Pavón, M. J., & Jenaro Río, C. (2018). Actitud del docente hacia la educación inclusiva y hacia los estudiantes con necesidades educativas especiales. Innovación educativa (México, DF), 18(78), 115-141. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732018000300115
37. Singh, K., Srivastav, S., Bhardwaj, A., Dixit, A., & Misra, S. (2020). Medical Education During the COVID-19 Pandemic: A Single Institution Experience. Indian Pediatrics, 57(7), 678-679. [DOI:10.1007/s13312-020-1899-2] [PMID] []
38. Timmons, K., Cooper, A., Bozek, E., & Braund, H. (2021). The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2. Early Childhood Education Journal, 49(5), 887-901. [DOI:10.1007/s10643-021-01207-z] [PMID] []
39. Truzoli, R., Pirola, V., & Conte, S. (2021). The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37(4), 940-952. [DOI:10.1111/jcal.12533] [PMID] []
40. UNESCO. (2020). COVID-19 educational disruption and response. https://en.unesco.org/covid19/educationresponse
41. Upoalkpajor, J.-L. N., & Upoalkpajor, C. B. (2020). The Impact of COVID-19 on Education in Ghana. Asian Journal of Education and Social Studies, 9(1), 23-33. [DOI:10.9734/ajess/2020/v9i130238]
42. van Manen, M. (2017). But Is It Phenomenology? Qualitative Health Research, 27(6), 775-779. [DOI:10.1177/1049732317699570] [PMID]
43. Wolfson, J. A., & Leung, C. W. (2020). Food Insecurity and COVID-19: Disparities in Early Effects for US Adults. Nutrients, 12(6), 1648. [DOI:10.3390/nu12061648] [PMID] []
44. Yeomans, M. R. (2017). Adverse effects of consuming high fat-sugar diets on cognition: implications for understanding obesity. Proceedings of the Nutrition Society, 76(4), 455-465. [DOI:10.1017/S0029665117000805] [PMID]
45. Zhang, C., Ye, M., Fu, Y., Yang, M., Luo, F., Yuan, J., & Tao, Q. (2020). The Psychological Impact of the COVID-19 Pandemic on Teenagers in China. Journal of Adolescent Health, 67(6), 747-755. [DOI:10.1016/j.jadohealth.2020.08.026] [PMID] []
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
