Influence of work-life balance of preschool teachers to their self-efficacy through student engagement in synchronous online classes
This study aimed to describe the work-life balance of preschool teachers and student engagement in an online setting with a goal in answering the following research questions: (1) How do the pandemic experiences affect the work-life balance of the preschool teachers? (2) How does the shift to an onl...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | text |
| Published: |
Animo Repository
2021
|
| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/faculty_research/11236 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | De La Salle University |
| Summary: | This study aimed to describe the work-life balance of preschool teachers and student engagement in an online setting with a goal in answering the following research questions: (1) How do the pandemic experiences affect the work-life balance of the preschool teachers? (2) How does the shift to an online learning environment affect student engagement? (2.1) What is the connection between the work-life balance of the preschool teachers and student engagement? The researchers used a qualitative descriptive analysis method, specifically narrative analysis, where the researchers arranged the data per teacher and student in a narrative format in order to see a clear picture of work-life balance and student engagement for each teacher and students under them. For this study, 11 preschool students participated in an online observation, and 4 preschool teachers participated by answering a 15-item work-life balance questionnaire and by answering questions in a one-on-one interview on work-life balance and student engagement. Findings revealed that two of the preschool teachers were described to have a “Harmonious Work-Life” while the other two preschool teachers were described to have a “Somewhat in Control Work-Life”. In addition, student engagement in an online setting may vary according to attentiveness, cognitive effort, mindfulness and enthusiasm.
Key Words: work-life balance; self-efficacy; student engagement; online environment; pandemic experiences |
|---|