Factors Influencing Online Teaching Adaptability During COVID-19 Pandemic of Educational Personnel in Border Areas, Mae Sai District, Chiang Rai Province
Article Sidebar
Main Article Content
Abstract
This research aimed to study factors affecting educational personnel’s online teaching adaptability during the COVID-19 pandemic in border areas of Mae Sai District, Chiang Rai Province. It was quantitative research. The sample consisted of 300 teaching. The research tool was a questionnaire. The data were analyzed using causal structural models. The results showed that after adjusting the model, the developed model was consistent with empirical data. The path coefficients were statistically significant at the .05 level for all variables. The model’s overall consistencies were accepted as chi-square = 162.90, df = 89, p-value = .00, RMSEA = .05, SRMR = .03, GFI = .94, AGFI = .90 and CN = 218.28. Moreover, it was found that social support was a factor that influenced online teaching adaptability (a total effect = .88) as well as other variables in the model, namely, self-efficacy, hope, optimism, and emotional resilience, with a total effect of .77, .79, 88, and .96, respectively. It was also found that self-efficacy placed a direct influence on hope, with a coefficient for a total effect of .83 and optimism directly influenced resilience, with a coefficient for a total effect of .20. The results of the study can be used to prepare teachers if new diseases emerge in the future causing the need for online teaching to be effective.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All submitted articles are subject to academic validation by qualified experts (peer review). The opinions expressed in each article of this publication are those of the authors themselves. The editorial board holds no responsibilities on them and does not reserve the copyright for academic use with the condition that the reference of their origin is cited.
References
Avey, J. B., Luthans,F., & Youssef, C. M. (2010). The additive value of psychological capital in predicting workplace attitude and behaviors. Journal of Management, 36(2), 430-452.
Baloran, E. T. (2020). Crisis self-efficacy and work commitment of education workers amongpublic schools during COVID-19 pandemi. Preprints, 1(1), 1-14.
Costin, C., & Coutinho, A. (2022). Experiences with risk-management and remote learning during the covid-19 pandemic in Brazil: Crises, destitutions, and (possible) resolutions. Getulio Vargas Foundation, Rio de Janeiro, Brazi, 1(1), 39-78.
Davydov, D. M. (2010). Resilience and mental health. Clinical Psychology Review, 30(5), 479-495.
Department of Disease Control. (2020). Situation of the spread of Coronavirus disease 2019 (COVID-19). Bangkok: Ministry of Public Health. [in Thai]
Gurman, T. Z., Jakobovich, R., Dvash, E., Zafrani., K, & Rolnik, B. (2021). Effect of inquiry-based stress reduction (ibsr) intervention on well-being, resilience, and burnout of teachers during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 1(18), 1-14.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. F. (2010). Multivariate data analysis: A global perspective (7th ed.). New Jersey: Pearson.
Haththotuwa, P. M. P. S., & Rupasingha, R. A. H. M. (2021). Adapting to online learning in higher education system during the COVID-19 pandemic: A case study of universities in Sri Lanka. Sri Lanka Journal of Social Sciences and Humanities, 1(2), 147-160.
House, J. S. (1981). Work stress and social support. Addison-Wesley. http://books.google.com/books?id=qO2RAAAAIAAJ
Information System for Educational Administration. (2023). Number of teachers under the Office of the Basic Education Commission (OBEC) and under the Office of the Private Education Commission. Bangkok: Ministry of Education. [in Thai]
Jöreskog, K. G., & Sörbom, D. (1989). LISREL 7 user's reference guide. Chicago: IL Scientific Software.
Labone, E. (2002). The role of teacher efficacy in the development and prevention of teacher burnout. International Education Research Conference, 1(1), 1-15.
Lagat, K. T. (2021). Factors affecting teachers' resiliency amidst the COVID-19 pandemic. Recoletos Multidisciplinary Research Journal, 9(1), 133–145.
Luthans, F., Brett C., Kyle W., & Avey, James B. (2014). Building the leaders of tomorrow: The development of academic psychological capital. Journal of Leadership & Organizational Studies, 21(2), 191-199.
Ma, K. (2020). Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies, 1(1), 1-23.
Office of the Secretariat of the Education Council. (2021). Situation of the spread of coronavirus disease 2019. Bangkok: Ministry of Education. [in Thai]
Permatasari, N. (2021). Contribution of perceived social support (peer, family, and teacher) to academic resilience during COVID-19. Golden Ratio of Social Science and Education, 1(1), 1-12.
Phoodee, W., & Pianpailoon, C. (2021). The scenario of teachers after the COVID-19 crisis. Panyapiwat Journal, 13(2), 321-330. [in Thai]
Phuwichit, C. (2021). Efficiency in online learning management of digital age. Rajapark Journal, 15(40), 1-15. [in Thai]
Pornkul, C., Lekroungsin, A., & Kotchai, K. (2022). A study the applications using on learning online management of the teachers in epidemic situation of Coronavirus 2019 (COVID-19) for educational students. Journal of Roi Kaensarn Academi, 7(3), 324-333. [in Thai]
Scull, J., Phillips M., Sharma U., & Garnier K. (2020). Innovations in teacher education at the time of COVID19: An Australian perspective. Journal of Education for Teaching International Research and Pedagogy, 46(4), 1-14.
Seligman, M. E. P. (1998). Learned optimism. New York: Pocket Books.
Snyder, C. R. (2002). Hope theory: Rainbows in mind. Psycholoical Inquiry, 13, 249-276.
Sulisworo, D. (2021). The anomali on technology readiness profile of elementary school teachers in online learning amid COVID-19. Ilkogretim Online - Elementary Education Online, 20(2), 9-12.
Thomas, M. S. (2021). Education, the science of learning, and the COVID-19 crisis. Prospects, 49(1), 87-90.
Thonghattha, M. (2021). The situation of online learning management during the COVID-19 pandemic of foreign languages department teachers at Pakphanang School in Nakhon Si Thammarat Province. Lawasri Journal of Thepsatri Rajabhat University, 5(1), 43-52. [in Thai]
Urcos, C. (2020). Stress, anguish, anxiety, and resilience of university teachers in the face of COVID-19. Utopía y Praxis Latinoamericana, 25(1), 453-463.
Wadi, M. M., Rahim, A. F. A, & Yusoff M. S. B. (2020). Building resilience in the age of COVID-19. Editorial, 12(2), 1-2.
Walsh, F. (2020). Loss and resilience in the time of COVID-19: Meaning making, hope, and transcendence. Family Process, 59(3), 898-911.
Withanya, W. (2013). Positive psychology scholarship in student group work: Research and development of measurement models and enhancement programs (Doctoral dissertation). Chulalongkorn University, Bangkok [in Thai]
Yamane, T. (1967). Statistics: An introductory analysis. New York: Harper and Row.
Yao, Z. (2021). Influence of online social support on the public’s belief in overcoming COVID-19. Information Processing and Management, 58(1), 1-15.
Zhou, X. (2020). Social support and acute stress symptoms (ASSs) during the COVID-19 outbreak: Deciphering the roles of psychological needs and sense of control. European Journal of Psych traumatology, 11(1), 1-9.