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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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Preschool teachers' practices of online learning during the pandemic: insights from Egypt

Ahmed Hassan Hemdan Mohamed; Samah Abd Al Fatah; Mohamed Marzouk

Published: November 2022   Journal: Education 3-13
The purpose of this study was to examine preschool teachers’ practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven subscales (45 items) that represented teachers’ online practices during the pandemic. The multiple linear regression analysis showed that teachers’ online learning practices in private and international schools outperformed those in other schools. Teachers who have a teaching experience (11–20 years) outperformed other teachers. Teachers who had training related to online learning showed better practices than other teachers who had not. The multivariate analysis of variance showed that there are statistically significant differences according to the type of school.
Primary school teacher's perception of game-based learning in online learning: the advantages and challenges

Sri Nani Rezeki Siburian; Yogi Saputra Mahmud

Published: November 2022   Journal: IJECA : International Journal of Education and Curriculum Application)

The COVID-19 pandemic has impacted almost all aspects of life, including education. This unprecedented shift to online learning has forced schools to implement distance learning through online-based learning. To keep the students engaged and motivated through online learning, many teachers changed their learning method from traditional learning to game-based learning (GBL) by incorporating games into learning. This study investigated primary school teachers' perceptions of game-based learning advantages and challenges in Science Learning on online learning during the COVID-19 pandemic. The data were collected through observation and semi-structured interviews of five primary school teachers and analyzed using thematic analysis of qualitative data. The results revealed that the teachers found a positive association between GBL and students' performance. GBL is a learning media that could engage students' participation and learning motivation in class. However, some teachers were also concerned about the declines in students' grades and several obstacles teachers encountered while implementing GBL. Some recommendations for future research and practice are proposed in the current study.

Remote education in kindergarten during the pandemic in teachers' perception

Marzenna Magda-Adamowicz

Published: November 2022   Journal: Prima Educatione
The subject of this interpretative research is knowledge about the planning, organisation and implementation of remote kindergarten education by kindergarten teachers of the Lubusz and Lower Silesian voivodeships using non-standardised interviews. The need for a sudden transition to remote education highlighted not only shortcomings in institutions preparing online classes, but also the low digital competences of kindergarten teachers, as well as children and their parents. The school managements did not present a position, but simply had talks with the teachers about how to implement remote preschool education. Teachers described how their remote work evolved, from simple transfer of materials, through texts read, experiments, theatres, or films.
In relation to the relationship: teachers of pupils with multiple disabilities and parents following the COVID-19 pandemic

Michal Nissim; Orly Ido; Yasser Sanduka (et al.)

Published: November 2022   Journal: European Journal of Special Needs Education
The purpose of this research is to study the relationship between parents of pupils with multiple disabilities and their teachers. This, in order to understand the needs for special education teacher training programmes as these are perceived by the teachers who experienced an abrupt transition to distance learning as a result of the COVID-19 pandemic. The research combines both qualitative and quantitative approaches. The data was collected through an online questionnaire which included open and closed questions. The closed questions were analysed through frequency mapping and percentages and the open questions were analysed through content analysis method. The participants of the research were 48 teachers from schools for pupils with multiple disabilities who were teaching via distance learning during the 2019–2020 school year at the time of the first lockdown. Thematic analysis resulted in the identification of three main themes: (1) Factors challenging the cooperation between parents and the teachers; (2) supportive needs of parents; (3) Recommendations for training of teachers. There is no doubt that the teachers’ toolbox must encompass two central aspects: First is the inclusion of hands-on digital experience in the teachers’ training. The second includes the incorporation of skills focusing involving parents when teaching via distance learning; that is, training parents how to use the assistive technology during distance learning.
Feeling supported and engaged during COVID-19: the role of family and colleagues in promoting teachers' well-being

Annalisa Soncini; Francesca Floris; Maria Cristina Matteucci

Published: November 2022   Journal: Teachers and Teaching
The present study aimed at analysing the impact of teachers’ perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influenced teachers’ well-being and life satisfaction. The perceived support of colleagues promoted life satisfaction directly and indirectly via increased teachers’ work engagement, whereas teachers’ well-being only indirectly.
Secondary school teachers and Outpatient Physicians: differences in attitudes towards vaccination against COVID-19 in Slovakia

Maria Tatarkova; Romana Ulbrichtova; Viera Svihrova (et al.)

Published: November 2022   Journal: Vaccines
The aim of this study was to evaluate the differences in attitudes towards vaccination against COVID-19 among secondary school teachers and outpatient physicians. A cross-sectional study was realised using anonymous questionnaires. The EPI Info 7 program and R software, version 4.0.2 were used for statistical analysis. The questionnaire was completed by 868 respondents (teaching staff N = 451; outpatient physician N = 417). The number of employees vaccinated against COVID-19 was 742 (85.5%). The number of those vaccinated against COVID-19 and influenza (last season) was 192 (21.9%). The statistically significant predictors were the level of fear of COVID-19 (OR 1.40; 95% CI 1.29–1.52), profession—outpatient physicians (OR 2.56; 95% CI 1.55–4.23), history of COVID-19 (OR 0.34; 95% CI 0.22–0.54), gender (OR 0.55; 95% CI 0.33–0.89) and influenza vaccination at any time in the past (OR 3.52; 95% CI 1.10–11.31).
Cite this research | Open access | Vol.: 10 | Issue: 11 | No. of pages: 10 | Language: English | Topics: Health | Tags: COVID-19, immunization, immunization programmes, infectious disease, teachers, vaccination, vaccination policies | Countries: Slovakia
Exploring perception of the latest Covid-19 official educational measures amongst Algerian secondary school teachers

Youcef Benamor; Amina Assila Adil

Published: November 2022   Journal: Technium Social Sciences Journal
Taking novel and less killing identities, Covid-19 has created havoc in education systems worldwide and Algeria was no exception. The Algerian authorities and education policymakers consequently found themselves obliged to take measures necessary to adapt schooling and learning environments to this health crisis. Hence, this study aimed to unravel secondary school teachers’ perceptions of the adopted Covid-19 educational measures so as to 1) explore the changes they brought about into the learning environment and 2) investigate their effects on the learning process. To this end, exploratory research was conducted, opting for a mixed-method approach using document analysis and a questionnaire to which 140 teachers responded.
"I don't know how they think this is possible": work‐life of academic parents during the COVID‐19 pandemic

Amanda L. Mollet; Lisa E. Wolf-Wendel

Published: October 2022   Journal: New Directions for Higher Education
This exploratory qualitative study focused on understanding the work-life experiences of academic parents during the COVID-19 pandemic. It provides multiple theoretical and policy implications to engage during and beyond the pandemic while ending with a challenge: how can the lessons learned from the pandemic inform the development of more equitable and inclusive work-life policies that support healthy work-life success for all faculty?
Understanding educators' perspectives and experiences of COVID-19 in schools serving children with intellectual/developmental disabilities

Erin F. Jones; Vini Singh; Calliope Holingue (et al.)

Published: October 2022   Journal: Frontiers in Education
The COVID-19 pandemic has significantly impacted educators, both personally and professionally. However, very little is known about the extent of these impacts among educators’ serving children with intellectual and developmental disabilities (IDD). The present study surveyed 230 educators (teachers, staff, and administrators) to assess their wellbeing, concerns during the pandemic, and perceived importance of various COVID-19 school mitigation strategies. Data were gathered May/June of 2021 from two separate school districts, one in the Midwest and the other in the Mid-Atlantic, serving children with IDD. Nearly half of all survey respondents reported poor wellbeing.
Enhancing the health and well-being of Asia-Pacific learners and teachers at school post-COVID-19: technical paper

Inon Schenker

Institution: UNESCO, *UNICEF
Published: October 2022

A  new  social  contract  for  education  in  the  Asia-Pacific  region  paves  the  way  for  building fairer and strengthened education systems in the post-COVID-19 era. It will repair inequalities, while transformingthe future, rebuild relationships with each other, with the planet and with technology and support full realization of   all the inter-connected Sustainable Development Goals (SDGs) (UNESCO, 2022).  In this new social contract, schools must continue to play a vital role in enhancing health, nutrition andthe well-being of   learners, teachers and the community. School Health and Nutrition (SHN) programmesthat  address  the  health,  nutrition  and  well-being  of    learners  and  teachers  are  not  only  essential  for maximizing every child’s life expectancy and potential as a learner; they are cost effective, with benefitsacross multiple sectors and they are a sound economic investment (Oliveira de FPSL et al., 2020).

Building back better: preparing and supporting teachers to address the learning crisis

Lay Cheng Tan

Institution: *UNICEF, UNESCO
Published: October 2022

The UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), in partnership with the UNICEF Regional Office for South Asia (ROSA), the UNICEF East Asia and Pacific Regional Office (EAPRO)and the Ministry of   Education of   Thailand, will convene the 2nd Asia-Pacific Regional Education Ministers’ Conference  (APREMC-II)  in  June  2022 to  reflect  on  how  education  systems can  be  strengthened  and transformed to become more equitable, inclusive, responsive, relevant and resilient to better deliver on the Sustainable Development Goal (SDG) 4 commitments. This background paper has been commissioned by UNESCO Bangkok and the convening partners to facilitate discussions  on  teacher  education and  professional  development  at    the  primary  and secondary  education levels. The participating Member States will deliberate priorities and plans for teachers in their post-COVID-19 learning  recovery  and  reconstruction  efforts  during  the  conference.  Drawing  on  existing  studies  and reports, the paper focuses on the following issues in the Asia-Pacific region: 1) Overview of   the teaching profession and the impact of   the learning crisis and COVID-19pandemic on teachers; 2) Promising policies and practices to strengthen teachers’ competencies and performance for thepost-COVID-19 learning recovery and reform; 3) Teacher competencies required for learning recovery (including assessment of   learning levels,identification of   learning loss and recuperation), addressing the learning crisis, teaching in digital and hybrid environments, optimizing governance and leadership and enhancing teachers’ well-being; and; 4) Recommendations for preparing and supporting teachers for learning recovery, addressing the learning crisis and for education in the new normal and for the future.

Readiness toward M-learning implementation during pandemic COVID-19: secondary high school teachers and students perception in Indonesia

Sherla Sepsa Rosiva; Dedi Kuswandi; Yerry Soepriyanto

Published: October 2022   Journal: Jurnal Penelitian Ilmu Pendidikan
Since pandemic covid-19, almost secondary high school in Indonesia offer distance education courses to minimalize face-to-face meeting with advancing technology, particularly through mobile device. However, some Institution of secondary high school do not offer distance learning find several problems when implement it, such as the device readiness and internet capability. The current research aims to explore the readiness of teachers and students in secondary high school toward the mobile devices usage  as m-learning implementation during the pandemic. A survey was distributed to secondary high school’s teachers and students in Malang, Indonesia. Total of respondents was 32 teachers and 206 students.
Seniorhigh school teachers' challenges and coping strategies in teaching literature in online environment

Erina Andriani

Published: October 2022   Journal: LLT Journal: A Journal on Language and Language Teaching
The teaching-learning process in Indonesia was mostly done online due to the Covid-19 pandemic. This sudden shift caused challenges for EFL teachers. Aside from providing linguistic lessons, EFL teachers also struggled in providing literature lessons, as it had distinct ways of teaching from linguistics. However, only a few studies researched the teachers’ challenges in teaching literature online and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in teaching literature in an online environment and their strategies to deal with them. This study used a narrative inquiry method and the data were gathered with a semi-structured interview from senior high school teachers.
Bi-directional work-family conflict of home-based teachers in Taiwan during COVID-19: application of job demands-resources model

Chuan-Chung Hsieh; Jyun-Kai Liang; Hui-Chieh Li

Published: October 2022   Journal: Journal of Professional Capital and Community

Drawing from the conservation of resource theory and the job demands-resources model, this study examines the bi-directional conflicts of work and family during COVID-19, and investigates the online teaching work-related antecedents and the mechanism shaping emotional exhaustion of teachers in Taiwan. Moreover, this study explores mindfulness in teaching as a possible moderator. Data for analysis were collected from elementary school teachers via an online survey using a questionnaire comprising well-developed scales. The hypotheses were validated using structural equation modeling.

Kindergarten teachers' experiences during the COVID-19 pandemic in Bangladesh

Arifur Rahman; Shahidul Islam; Wendy Boyd

Published: October 2022   Journal: International Journal of Early Years Education
Across the world COVID-19 has impacted teachers’ lives both professionally and personally. In many parts of the world kindergarten teachers have been able to adapt practices to ensure that children’s education and care is provided. However some countries have not responded adequately to support kindergarten teachers’ ongoing employment. Bangladesh is one such country. The aim of this study was to understand the experiences of 16 Bangaldeshi kindergarten teachers during the COVID-19 pandemic. The study used an interpretive social constructionist approach, with semi-structured interviews of the 16 kindergarten teachers.
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UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.


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