Impacts of Online Teaching on Teachers' Psychosocial Wellbeing
Jalpa Siddharth Aagja
Online teaching, virtual instruction, remote learning, psychosocial wellbeing, mental health, educators, teachers, challenges, workload, stress, isolation, technology, adaptation, wellbeing, effectiveness, support, educational outcomes.
The rise of online teaching has brought significant changes to the educational landscape, affecting teachers' psychosocial wellbeing in various ways. Online Teaching brings along the multifaceted dimension in teachers' psychosocial wellbeing while drawing attention to the most towering challenges teachers are contending with in this evolutionary pedagogical setting. The move to online education has left a high and stressful workload for most instructors, toughening up the writing balance in professions work. In addition, teachers tackle the demanding job of sustaining human relationships as virtual systems often obstruct these desired interactions that are important for mood and morale. On one hand, the line between work matters and personal life becomes more blurred and on the other hand, longer hours or a higher workload leads to burnout and intrusion. Acquisition of digital skills and use of devices and platforms makes things more challenging, but the feeling of not knowing appears, causing teachers to feel inadequate and uncomfortable. Resultantly, non-adaptive coping mechanisms triggered by stressful circumstances include feelings of loneliness, burnout, and anxiety, thereby denoting the importance of institutional support, policy alterations, and targeted interventions. The key here is the psychosocial effect of online learning teachers have to come to terms with. Opening this field will in turn guarantee the protection of teachers' wellbeing and effectiveness in this new educational field.
Article Details
Unique Paper ID: 164355

Publication Volume & Issue: Volume 10, Issue 12

Page(s): 2866 - 2876
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