Predictors of First-Grade Teachers' Teaching-Related Time During COVID-19

Area of Science:

• Education
• Psychology
• Sociology

Background:

• Early childhood education relies heavily on teacher-student interaction.
• The COVID-19 pandemic forced a rapid shift to remote learning environments.
• This transition significantly altered teachers' planning time and instructional activities.

Purpose of the Study:

• To identify pre-pandemic predictors of teachers' time allocation for remote teaching activities.
• To understand factors influencing teacher engagement during widespread educational disruptions.
• To inform strategies for supporting educators in both normal and crisis educational settings.

Main Methods:

• The study analyzed pre-pandemic data on teacher characteristics and classroom practices.
• It examined the relationship between these factors and the time teachers devoted to remote teaching during the pandemic.
• Statistical analyses were used to identify significant predictors.

Main Results:

• Higher pre-pandemic job commitment was associated with increased remote teaching time.
• Stronger pre-pandemic executive functioning and higher observed classroom instructional quality predicted more remote teaching time.
• Older teacher age and a higher proportion of high-needs students were linked to less remote teaching time.

Conclusions:

• Teacher commitment, executive function, and instructional quality are key resources for effective remote teaching.
• Understanding these predictors can guide professional development for educators.
• These insights are crucial for enhancing teacher support during educational disruptions and future crises.