Changes in the psychology and professional skills of teachers during Covid -19.

Abstract

This research supports empirical results with academic discourse to find out the far-reaching implications of the global COVID-19 pandemic on not only the teaching profession but also the educational world. The almost overnight shift to online teaching for the pandemic had far-reaching implications on teacher well-being, noting most notably that raising stress levels once again reinforces the need for comprehensive training and resource provisionings that promote effective pedagogy in remote settings. Moreover, this study shows the importance of emotional intelligence (EI) in managing classrooms by demonstrating how higher EI levels facilitate teachers to manage distractions properly and develop positive teacher-student relationships. The implications of the pandemic range multifarious facets like the imperative for teacher preparedness, rectifying the digital divide and crafting strategies on mitigating learning deficits. Policy formulation should be based on further research on the long-term effects and nuanced adoption of educational technology, as well as emphasis on teacher preparation, continual professional development, and building resilient education systems.

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