Thoughts and Concerns of Spanish Teachers on Returning to School After the COVID-19 Pandemic

Authors

DOI:

https://doi.org/10.15359/ree.27-3.17288

Keywords:

Covid-19, educational policies, teachers, professional satisfaction

Abstract

Introduction. At the beginning of the 2020-2021 academic year, the government, health organizations, and educational institutions had to face the implementation of protocols and action plans within the classrooms to prevent COVID-19. Aim. This study aimed to analyze the thoughts and concerns of Spanish teachers during the academic year 2020-2021. Method. The study involved the participation of 965 teachers (74.3% Women; Mage = 43.5 9.9). An ad hoc questionnaire comprising 38 items was utilized, focusing on the resources offered by the administration for the return to classrooms, teachers’ concerns about this new academic year, and their thoughts on ideal teaching conditions. Results. Differences were observed based on age and gender in the management (P1) (p = 0.02) and support (P2) (p = 0.04) from the educational administration, perceived security (P3) (p = 0.01), reduction of the working day (P5) (p = 0.002), and the adequacy of material (P6) (p = 0.004) and human (P8) (p = 0.04) resources. Teachers with greater experience exhibited differences in the items P2 (p = 0.03), P3 (p = 0.03), and P8 (p = 0.03). Conclusions. Less experienced teachers expressed higher levels of concern, while those with more teaching experience highlighted the need for additional human resources and training.

Author Biographies

Alberto Sanmiguel-Rodríguez, Universidad Camilo José Cela

Facultad de Educación. Universidad Camilo José Cela. Profesor de Universidad Privada. Autor de numerosos artículos científicos. Ha participado en varias jornadas y congresos nacionales e internacionales, se destacan entre otros el 9º Congreso Nacional de Ciencias de la Actividad Física y el Deporte, el 15th IARTEM International celebrado en la UCL University College de Odense. Ha participado en el comité organizador y científico del II y III Congreso Mundial de Educación EDUCA 2019 y 2020.

Raquel Leirós-Rodríguez, Universidad de León

Grupo de Investigación SALBIS. Facultad de Ciencias de la Salud. Universidad de León. Profesora Ayudante Doctor. Cuenta con más de 30 publicaciones indexadas en la Web of Scicence, más de 50 comunicaciones expuestas en multitud de Congresos Internacionales y decenas de libros y capítulos de libros de editoriales de distribución internacional.

Víctor Arufe-Giráldez, Universidade de A Coruña

Facultade de Educación. Universidade de A Coruña. Profesor Titular Universitario. Autor de más de 70 artículos científicos y numerosos libros publicados por diversas editoriales. Autor del Blog Educación, Innovación y Emprendimiento. Ha participado en numerosos proyectos de investigación y como ponente invitado en más de 60 congresos nacionales e internacionales. Reconocimiento a la excelencia docente e investigadora de la ACSUG. 2 sexenios de investigación concedidos y evaluador de proyectos de I+D del Gobierno de España.

Andrea García-Fernández, Universidade de Vigo

Facultad de Ciencias de la Educación y de Deporte. Universidade de Vigo. Profesora Asociada. Graduada en Educación Primaria en la especialidad de Música y ejerce, además de como Maestra, como Profesora Asociada de la Facultad de Ciencias de la Educación y el del Deporte de la Universidade de Vigo en el Departamento de Didácticas Especiales. Es experta en Didáctica de la Expresión Musical.

José Luís García-Soidán, Universidade de Vigo

Facultad de Ciencias de la Educación y de Deporte. Universidade de Vigo. Profesor Titular Universitario. Autor de más de 56 artículos científicos indexados en la Web of Science, participante en 6 proyectos de investigación financiados por administraciones públicas y autor de más de 100 comunicaciones presentadas en Congresos Internacionales.

Rubén Navarro-Patón, Universidade de Santiago de Compostela

Facultade de Formación do Profesorado. Universidade de Santiago de Compostela. Profesor Contratado Doctor. Licenciado en Ciencias de la Actividad Física y el del Deporte y Doctor por la Universidad de Vigo. Entre sus líneas de investigación se encuentran la formación del profesorado en todos su ámbitos y etapas educativas.

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Published

2023-12-14

How to Cite

Thoughts and Concerns of Spanish Teachers on Returning to School After the COVID-19 Pandemic (A. Sanmiguel-Rodríguez, R. Leirós-Rodríguez, V. Arufe-Giráldez, A. García-Fernández, J. L. García-Soidán, & R. Navarro-Patón , Trans.). (2023). Revista Electrónica Educare, 27(3), 1-15. https://doi.org/10.15359/ree.27-3.17288

Issue

Section

Journal Articles (Peer Reviewed Section)

How to Cite

Thoughts and Concerns of Spanish Teachers on Returning to School After the COVID-19 Pandemic (A. Sanmiguel-Rodríguez, R. Leirós-Rodríguez, V. Arufe-Giráldez, A. García-Fernández, J. L. García-Soidán, & R. Navarro-Patón , Trans.). (2023). Revista Electrónica Educare, 27(3), 1-15. https://doi.org/10.15359/ree.27-3.17288

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