Online Teaching During the COVID-19 Crisis - Teachers' Attitudes and Practices

Teaching during the COVID-19 crisis required a rapid transition to online platforms, forcing educators to adapt to new technologies and rethink traditional teaching methods. This transition significantly influenced teachers' attitudes and instructional practices. This study examines results of survey on teachers' experiences, focusing on self-reported stress, workload, effectiveness, and use of digital technologies. Findings indicate that a majority of teachers (86 %) reported increased workload during remote teaching, with 77 % experiencing elevated stress. However, teachers think that effective communication with students was maintained (73 %), and 61 % were satisfied with their efficiency in adapting to remote teaching. A significant 68 % of teachers indicated improvement in their digital technology skills. The perceived advantages of remote teaching were modest, with only 14 % agreeing it offered more benefits than drawbacks. Regarding instructional methods, teachers primarily conducted lessons through video calls (59 %). Many created original digital content (63%) and implemented independent student activities (61 %). Evaluation methods included assessment of creative outputs (80 %) and digital tests (47 %). Postpandemic, 52 % of teachers continue to integrate remote teaching elements into their practice. These findings highlight the challenges and opportunities associated with remote teaching, underscoring the importance of professional development in digital competencies to enhance future educational resilience.