Teachers' challenges and perceptions towards the implimentation of emergency remote teaching during pandemic covid-19

Abstract

The coronavirus (Covid-19) which raging around the world in 2019 has claimed the lives of nearly 400,000 people in the world and has brought tremendous changes to mankind in this century, including education sector. In order to stop the spread of the epidemic, all schools and institutions must be closed, both students and teachers had to adopt remote teaching methods they have never used to ensure the continuity of education and learning. In a state of emergency where most educators have never received any training, they faced numerous obstacles. This study was conducted to identify the challenges teachers faced when conducting emergency remote teaching, to investigate teachers’ perceptions towards the implementation of emergency remote teaching as well as to identify the interrelationship between teachers’ challenges and teaching implications. This research adopted qualitative research design using a case study method. A purposive sampling method was employed to sample 10 Malaysian public elementary school teachers, a semistructured interviews were conducted to gain the insight of teachers’ challenges and perceptions. After an analysis of using thematic analysis, and a facilitation of Nvivo 12 programme, six main themes emerged on teachers’ challenges, namely directing gateway, lack of skill and knowledge, unable to meet all needs, unable to engage students, lack of support from parents, and having no proper guideline. For teachers’ perception, six main themes were emerged which are, new opportunity, negative influence on students, leadership is the key, motivation and enthusiasm, effectiveness, and family background. Research indicated teachers’ challenges faced affected teacher’s self-efficacy and influenced teaching implications during and after pandemic. It is fairly crucial to listen to teachers’ voices, so we could gain information about how teachers can be supported to benefit learners and the communities. The integrating of flexibility, resilience effective collaboration and communication from all stakeholders regarding future plans and compile thinking to support the most vulnerable learners is important.