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Article

Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19

Department of Humanistic Studies, University of Foggia, 71100 Foggia, Italy
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Author to whom correspondence should be addressed.
Academic Editors: Antonio Sarasa Cabezuelo, Covadonga Rodrigo San Juan and Santi Caballé
Received: 30 April 2021 / Revised: 23 May 2021 / Accepted: 4 June 2021 / Published: 11 June 2021
(This article belongs to the Special Issue Present and Future of E-Learning Technologies)
The use of digital technology as the only communication and relationship channel in work, school and social contexts is bringing out dynamics that are sometimes in contrast with each other. The purpose of this article is to investigate the impact of digital technology on teachers’ school practices in the context of COVID-19. This impact was studied in relation to the constructs of motivation, perceived stress, sense of self-efficacy and resistance to/acceptance of technologies. This study examined the role played by the massive and coercive use of digital technologies (and the relationship with innovation and change) in predicting motivation and perceived stress among teachers. To this end, the impact of digital technologies on motivation and perceived stress were explored in the sample. A questionnaire consisting of three scales was administered to 688 Italian school teachers of all educational levels (from childhood to upper-secondary school), who completed a socio-demographic section, a section on the scale of the impact of technology and distance learning, a perceived stress scale and items on motivation and professional development. Descriptive and inferential analyses were applied to the data. Key findings indicated that the impact of digital technologies during the pandemic negatively correlates with both perceived stress and motivation. Practical implications were suggested to help teachers develop functional coping styles to cope with technological changes in work and life contexts. View Full-Text
Keywords: professional vision; motivation; stress; digital learning; COVID-19 professional vision; motivation; stress; digital learning; COVID-19
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MDPI and ACS Style

Toto, G.A.; Limone, P. Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19. Computers 2021, 10, 75. https://0-doi-org.brum.beds.ac.uk/10.3390/computers10060075

AMA Style

Toto GA, Limone P. Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19. Computers. 2021; 10(6):75. https://0-doi-org.brum.beds.ac.uk/10.3390/computers10060075

Chicago/Turabian Style

Toto, Giusi A., and Pierpaolo Limone. 2021. "Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19" Computers 10, no. 6: 75. https://0-doi-org.brum.beds.ac.uk/10.3390/computers10060075

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