Clinical and psychological characteristics of teachers’ adaptation to distance learning

Abstract

The comprehensive and abrupt transition to distance learning due to the Covid-19 pandemic has affected the entire life of all participants of the educational process. Russian and foreign studies among teachers who switched to distance learning during the pandemic show a certain percentage of respondents whose physical and mental health deteriorated at that time. However, there is insufficient research on the psychological features associated with maladaptation or successful adaptation to the changed conditions of the teacher’s work. Hence the purpose of our research: to study the clinical and psychological characteristics of teachers’ adaptation to distance learning. Our study involved 887 teachers working in institutions of preschool and general education in St. Petersburg in March 2022. The main research method was a written survey through Google Forms. Teachers were asked to analyze their ideas about working in a distance learning format according to several criteria. We performed cluster analysis of the obtained data to identify four clusters of teachers. Cluster 1 includes teachers who show high sensitivity to both negative and positive aspects of distance learning and assess the quality of remote interaction as average. Such respondents consider distance learning to be rather ineffective. Cluster 2 includes teachers who show high sensitivity to negative aspects and low sensirespondents consider distance learning to be clearly ineffective. Cluster 3 includes teachers who show low sensitivity to negative aspects and high sensitivity to positive ones, and assess the quality of remote interaction as high. Such respondents consider distance learning to be rather effective. Cluster 4 includes teachers who show low sensitivity to both negative and positive aspects and assess the quality of remote interaction as low. Such respondents consider distance learning to be rather ineffective. The identified groups (clusters) of teachers are characterized by different features of the adaptation process during the transition to distance learning, which determines the need to develop differentiated methods of supporting teachers. The results obtained in this study demonstrate the importance of effective management decisions in creating an environment for distance learning.