Secondary School Teachers’ Attitudes Towards Online Learning Tools: Teachers’ Behaviour in Distance Education

Authors

  • Kateřina Berková College of Polytechnics Jihlava, Czech Republic https://orcid.org/0000-0002-6158-0171
  • Katarína Krpálková Krelová Prague University of Economics and Business, Czech Republic https://orcid.org/0000-0002-8419-4556
  • Pavel Krpálek Prague University of Economics and Business, Czech Republic
  • Tereza Vacínová Prague University of Economics and Business, Czech Republic https://orcid.org/0000-0003-4739-7212
  • Andrea Kubišová College of Polytechnics Jihlava, Czech Republic

DOI:

https://doi.org/10.3991/ijim.v18i02.44749

Keywords:

online learning tools, distance education, emotional experience, high school teachers

Abstract


Secondary school teachers’ attitudes towards online learning tools have been modified by systemic measures adopted in the school network as a result of COVID-19. This unexpected crisis situation forced schools to quickly implement digital infrastructure and look for optimal methods of online education. The aim of this study is to investigate on which factors (gender, age and subject area taught) the use of online tools for teaching activities depends. The aim is also to explore the subjective emotional experience of teachers when using online tools and the reasons of their perceived stress in distance education in the Covid era. The factors influencing the use of online tools for teaching, teachers’ subjective emotional experiences of using online tools, and the reasons for teachers’ perceived burden in distance education in the COVID era are analyzed using Welch’s ANOVA test and Games-Howell’s Post-Hoc test. The correlation values focused on teachers’ perceived feelings using online teaching tools are calculated by Pearson’s correlation coefficient. The results are directed towards the level of teachers’ emotional experience in the context of using online tools for the respective activity. Satisfaction and well-being are experienced by teachers when explaining, activating students, assigning written work, and providing information resources. The study identified a major problem in education, which is the use of online tools for oral examinations. Another problem is the integration of homework into online education. The study has practical impact on the integration of teachers’ digital competences. A holistic approach should be developed in teacher training, seeking to fully integrate digital competences, and social and health aspects should also be taken into account.

Author Biographies

Kateřina Berková, College of Polytechnics Jihlava, Czech Republic

Kateřina Berková is an assistant professor. She focuses on the preparation of fu-ture teachers of economics subjects, specifically the methodology of accounting at a national and international level, development of practical subjects based on project teaching and modern teaching methods. She has published in these disciplines.

Katarína Krpálková Krelová, Prague University of Economics and Business, Czech Republic

Katarína Krpálková Krelová is an associate professor at the Department of Economic Teaching Methodology at Prague University of Economics and Business and Jan Amos Komenský University, Prague. She focuses on the preparation of future teachers of economics subjects relating to didactics in teaching economics as well as presentation and communication technologies in education and quality management systems in education. She has been actively involved in 19 research projects. She is the author of 2 scientific monographs and has participated in 8 other monographs with her own separate chapter. She has had more than 50 scientific articles published in scientific journals, counting scientific articles indexed in the Scopus database, and more than 90 papers for international conferences, including international conferences indexed in the Web of Science database. She is a member of the International Society for Engineering Pedagogy, Austria, (IGIP) and IACEE – the International Association for Continuing Engineering Education, Atlanta, USA as well as the Council of Higher Education Institutions of the CR.

Contact: Department of Economic Teaching Methodology, Faculty of Finance and Accounting, Prague University of Economics and Business, W. Ch. Square 4, Prague, 130 67, Czech Republic.

Pavel Krpálek, Prague University of Economics and Business, Czech Republic

Pavel Krpálek is an associate professor. He is a member of the Scientific Council of the Institute for Education and Consultancy of the Czech University of Life Sciences, Prague. He has participated in a number of scientific projects of fundamental and applied research and is also an evaluator of the National Accreditation Office for Higher Education relating to Teaching Economics Subjects.

Tereza Vacínová, Prague University of Economics and Business, Czech Republic

Tereza Vacínová is an assistant professor. She focuses on the preparation of future teachers of economics subjects, specifically educational psychology, social psychology or the area of effective stress management. She has published in these disciplines.

Andrea Kubišová, College of Polytechnics Jihlava, Czech Republic

Andrea Kubišová is an assistant professor. She is involved in the teaching of mathematical subjects for finance students mainly with a focus on optimization methods and statistical methods.

Cover iJIM – Vol 18, No 02, 2024

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Published

2024-01-25

How to Cite

Berková, K., Krpálková Krelová, K., Krpálek, P., Vacínová, T., & Kubišová, A. (2024). Secondary School Teachers’ Attitudes Towards Online Learning Tools: Teachers’ Behaviour in Distance Education. International Journal of Interactive Mobile Technologies (iJIM), 18(02), pp. 52–67. https://doi.org/10.3991/ijim.v18i02.44749

Issue

Vol. 18 No. 02 (2024)

Section

Papers

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Copyright (c) 2023 Kateřina Berková, Katarína Krpálková Krelová, Pavel Krpálek, Tereza Vacínová, Andrea Kubišová

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