School Teachers' Perceived Experience on Emergency Remote Teaching Learning (ERTL): Indian Experience
Saved in:
| Title: | School Teachers' Perceived Experience on Emergency Remote Teaching Learning (ERTL): Indian Experience |
|---|---|
| Language: | English |
| Authors: | Mrinal Mukherjee, Chanchal Maity |
| Source: | Quality Assurance in Education: An International Perspective. 2026 34(3):435-450. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Emergency Programs, Crisis Management, Electronic Learning, Distance Education, Instructional Effectiveness, Educational Quality, Teacher Effectiveness, Teaching Methods, Teaching Experience, Learner Engagement, Teacher Characteristics, Secondary School Teachers, COVID-19, Pandemics |
| Geographic Terms: | India |
| DOI: | 10.1108/QAE-04-2025-0120 |
| ISSN: | 0968-4883 1758-7662 |
| Abstract: | Purpose: Emergencies are becoming increasingly common, necessitating assessment of the "Emergency Education" policy. Wars, climate disasters, epidemics and pandemics have compelled the education system to adopt Emergency Remote Teaching Learning (ERTL). The purpose of this study is to explore the relationship between the quality of teaching and other relevant factors in ERTL. Design/methodology/approach: A Web-based cross-sectional online survey (n = 445) was conducted to explore school teachers' perceived experience regarding ERTL-related factors: quality of teaching, student engagement, student management in virtual classrooms and appropriateness of assessment. Respondent-driven convenience sampling was used. Findings: Spearman's rank correlation coefficient (ρ) indicated a significant correlation between the quality of teaching and student engagement, student management and appropriateness of assessment in the ERTL process. Public or private institutions, as well as self-initiated or management-initiated ERTL, are strongly associated with the quality of teaching. The nature of management, teachers' length of experience and their sexual identity emerged as influencers. Younger teachers exhibit a greater capacity for student management and adapting suitable assessment strategies. Research limitations/implications: Consequently, the findings could prove invaluable in developing a policy framework for teachers' CPD programme designed for ERTL to tackle future educational disruptions in future emergencies. Originality/value: This empirical data-based research explored factors impacting the quality of ERTL in the Indian context. The methodology adopted is scientific, and appropriate statistical analysis of data has yielded insightful findings that may lead to the development of a pedagogical framework for ERTL. |
| Abstractor: | As Provided |
| Notes: | https://data.mendeley.com/datasets/fcrk8wc93p/1 |
| Entry Date: | 2026 |
| Accession Number: | EJ1508285 |
| Database: | ERIC |
| Abstract: | Purpose: Emergencies are becoming increasingly common, necessitating assessment of the "Emergency Education" policy. Wars, climate disasters, epidemics and pandemics have compelled the education system to adopt Emergency Remote Teaching Learning (ERTL). The purpose of this study is to explore the relationship between the quality of teaching and other relevant factors in ERTL. Design/methodology/approach: A Web-based cross-sectional online survey (n = 445) was conducted to explore school teachers' perceived experience regarding ERTL-related factors: quality of teaching, student engagement, student management in virtual classrooms and appropriateness of assessment. Respondent-driven convenience sampling was used. Findings: Spearman's rank correlation coefficient (ρ) indicated a significant correlation between the quality of teaching and student engagement, student management and appropriateness of assessment in the ERTL process. Public or private institutions, as well as self-initiated or management-initiated ERTL, are strongly associated with the quality of teaching. The nature of management, teachers' length of experience and their sexual identity emerged as influencers. Younger teachers exhibit a greater capacity for student management and adapting suitable assessment strategies. Research limitations/implications: Consequently, the findings could prove invaluable in developing a policy framework for teachers' CPD programme designed for ERTL to tackle future educational disruptions in future emergencies. Originality/value: This empirical data-based research explored factors impacting the quality of ERTL in the Indian context. The methodology adopted is scientific, and appropriate statistical analysis of data has yielded insightful findings that may lead to the development of a pedagogical framework for ERTL. |
|---|---|
| ISSN: | 0968-4883 1758-7662 |
| DOI: | 10.1108/QAE-04-2025-0120 |
