Teachers on Basic Roles in Online Teaching
DOI:
https://doi.org/10.7251/FLZB2324221BKeywords:
Covid-19 pandemic, teachers’ perception, quality teaching, online teaching, classical teachingAbstract
The reference framework of the paper is based on the research of the basic roles of teachers in the conditions of the Covid-19 pandemic. The new altered life and work circumstances conditioned the actualization of online teaching, which inevitably led to the transformation of teachers’ roles. In the theoretical part of the paper, through a theoretical scientific synthesis, the concept of “role” is clarified with a special emphasis on the roles of teachers. In the research part, the research problem of how teachers perceive basic roles in online teaching, implemented during the Covid-19 pandemic in the Republic of Serbia, is defined. The defined problem determined the goal of the research: to examine how teachers perceive the basic roles realized in online teaching in relation to the roles realized in classical teaching. The research sample included 604 teachers from the Republic of Serbia who teach in the first three cycles of education (primary and secondary school). The applied statistical calculation (chi-square) identified a high statistical significance, which shows that teachers believe that basic roles are significantly more complex in online teaching compared to classical teaching precisely because of the changed circumstances of educational work; that they are insufficiently motivated for their implementation, which results in a lower quality of online teaching. Independent variables (school/educational cycle; place where the school is located; age and work experience of the teacher) did not prove to be statistically significant and did not affect the final results of the research.
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