Teaching Experience Differences in Social-Emotional Aspects of Emergency Remote Teaching

Abstract

The present mixed-method research studied the perceptions of teachers following shift to emergency remote teaching (ERT). It also examined differences between more and less experienced teachers, emphasizing their subjective interpretations of personal experiences, teachers' perspectives on students, and their views on educational relationships. An online questionnaire, specifically constructed for this purpose, explored the social-emotional dimensions of the shift to ERT. The results expose a spectrum of stances and perceptions regarding the change. Overall, the participants reported that no significant change has occurred following the transition to ERT, neither in self-perception nor in the quality of their relationships with their students. However, significant differences were found between more and less experienced teachers. In adapting to the transition, less experienced teachers reported encountering greater challenges than their more seasoned colleagues. This study explores possible links between remote (or online) teaching and Social-Emotional Learning (SEL). It calls for the inclusion of social and emotional components in educational and teacher training processes. Such changes will allow better preparation and adoption of effective strategies to cope with remote-online teaching challenges.