The Impacts of COVID-19 on Technological and Polytechnic University Teachers

Sustainability

Lourdes Vital-López¹  Temidayo Oluyomi-Elufisan¹  Raul García-García²  Juvenal Rodríguez-Reséndíz³  Hugo Rodríguez Reséndiz³  Willfrido Jacobo Paredes-García³  Marco Antonio Zamora-Antuñano⁴  Miguel Angel Cruz-Pérez⁴  Ana Ruth Álvarez Sánchez⁵ 

[1] Carrera de Mantenimiento Industrial, Universidad Tecnológica de Tamaulipas Norte, Universidad Tecnológica, Reynosa 88680, Mexico;División de Química y Energías Renovables, Universidad Tecnológica de San Juan del Río, Querétaro 76800, Mexico;Facultad de Ingeniería, Universidad Autónoma de Querétaro, Querétaro 76010, Mexico;Posgrado y Centro de Investigación e Innovación Tecnológica (CIIDETEC-UVM), Universidad del Valle de Mexico, Querétaro 76230, Mexico;Postgraduate Unit, Universidad Técnica Estatal de Quevedo, Los Rios, Quito 76230, Ecuador;

关键词: COVID-19;    pandemic;    teachers;    universities;    faculty members;    impact;   

DOI  :  10.3390/su14084593

来源: DOAJ

【 摘 要 】

University teachers have adapted to different situations during the development of distance learning due to the pandemic caused by the COVID-19 virus. This study was conducted by assigning a data collection instrument to 993 teachers who are part of 15 technological universities (TUs) and 7 polytechnic universities (PUs) to determine how they were affected by COVID-19. The questions asked were related to the social, economic, academic, emotional, and health effects experienced. The results show that 63% of the teachers working online complained that online teaching invaded their family privacy; 56% pointed out that working from home and the virtual classes affected their performance as teachers; 90% of the teachers thought that they dedicated too much extra to preparing for their classes; 15% were stressed; 4% felt negative under the new teaching scheme of virtual classes; finally, 38% of the teachers stated that repeated interaction with electronic devices had a lot of negative impacts on their emotional wellbeing. By means of a G-test, it was determined that gender was independent from the studied effects. Through a multiple correspondence analysis (MCA), it was determined that, of the total number of teachers who responded to the questionnaire, half were comfortable with the online teaching model and the other half were not. The most impacted effects were the economic, training and connectivity independently from the gender.

【 授权许可】

Unknown