Proceedings of The 6th International Conference on Research in Teaching and Education
Towards A Holistic Framework: Balancing Teachers’ Pedagogical, Technological and Psychological Factors in Professional Development
Naila Akram, Dr. Ebtesam Abdulhaleem
The study emerged from the scarcity and educational organizations’ compromised attitude towards providing inclusive training sessions to teachers with a balanced approach to professional and emotional traits that ensure a healthy work environment and maintain motivation. Considering this situation, the current study aims to investigate the challenges faced by English teachers in Saudi Arabia in competencies and professional well-being during COVID-19. This exploration identified effective coping strategies teachers adopted to combat challenges. Using a convenient sampling method, 100 English teachers were approached to collect qualitative responses using open-ended questions aligned with a competencies model (TPACK) by Mishra and Koehler(2008) along with teachers’ Occupational Well-being dimensions 1) cognitive, 2) subjective, 3) Physical and Mental (Viac & Fraser, (OECD) 2021). Both models stood alongside to identify challenges in technological, pedagogical, and psychological areas and required support in all three areas. Collected responses were categorized under appropriate dimensions of well-being to classify data and answer research questions using frequency analysis. The results of three survey questions illustrated that well-being and competencies both got affected to the same extent; however, only developing competencies received attention. This highlighted an unbalanced approach towards teachers’ development and affected teachers’ motivation as motivation plays a key role to ensure sustainable performance within stable psychological conditions. Also, the collected data on competencies and professional well-being emphasized the need for a holistic framework for teachers’ professional development with a balanced approach to their competencies and professional well-being as a core requirement for teachers to stay motivated. Subsequently, these findings can determine teachers’ professional competencies and well-being needs for educational organizations/institutions to provide potential support and professional development training with a balanced approach to competencies and professional well-being.