View in EDS

School Teachers' Perceived Experience on Emergency Remote Teaching Learning (ERTL): Indian Experience

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1508285
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: School Teachers' Perceived Experience on Emergency Remote Teaching Learning (ERTL): Indian Experience
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mrinal+Mukherjee%22">Mrinal Mukherjee</searchLink><br /><searchLink fieldCode="AR" term="%22Chanchal+Maity%22">Chanchal Maity</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Quality+Assurance+in+Education%3A+An+International+Perspective%22"><i>Quality Assurance in Education: An International Perspective</i></searchLink>. 2026 34(3):435-450.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Management%22">Crisis Management</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/QAE-04-2025-0120
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0968-4883<br />1758-7662
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://data.mendeley.com/datasets/fcrk8wc93p/1
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508285
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508285
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/QAE-04-2025-0120
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 435
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Emergency Programs
        Type: general
      – SubjectFull: Crisis Management
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: School Teachers' Perceived Experience on Emergency Remote Teaching Learning (ERTL): Indian Experience
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mrinal Mukherjee
      – PersonEntity:
          Name:
            NameFull: Chanchal Maity
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0968-4883
            – Type: issn-electronic
              Value: 1758-7662
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Quality Assurance in Education: An International Perspective
              Type: main
ResultId 1