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All Journal International Journal of Asian Education International Journal of Educational Administration, Management, and Leadership
Solomon Arulraj David
The British University in Dubai
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Critical Review on the Future of Teaching and Learning in the Post-Pandemic World: Top Ten Issues and Top Ten Ideas Solomon Arulraj David
International Journal of Asian Education Vol. 3 No. 2 (2022): IJAE Vol. 03, No. 2, June 2022
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v3i2.288

Abstract

This paper explores the top ten issues and ideas for the future of teaching and learning in the post-pandemic world. The study uses the researcher's informed reflection as a method. The informed reflector role allows the researcher to explore realities from multiple dimensions by scanning existing teaching and learning scholarship. The subjective accounting, the lack of external verification of the thinking, overshadows limitations. The researcher devises phenomenological bracketing to reduce the researcher to a reflector. The researcher acknowledges that there could be other critical issues and ideas than those in this study. Nevertheless, the reflections shared in this study may contribute to the existing stock of all other contemplations, discussions, and debates
Teachers’ Job Satisfaction in Instructional Delivery Modalities, and the Role of School Leaders: A Study among Selected Private Schools in the UAE Ahmad Yahya; Solomon Arulraj David
International Journal of Educational Administration, Management, and Leadership Volume 3, Number 2, November 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v3i2.93

Abstract

The purpose of this paper is twofold. Firstly, to analyse the impact of the newly applied instructional delivery modalities on teachers’ job satisfaction. Secondly, to navigate the role of school leaders to help teachers to cope with these models. The teaching modalities that are of research interest are the face-to-face, online, and hybrid models. The study adopted the mixed-methods approach. Around 151 teachers from 3 private schools in Abu Dhabi shared their response in a quantitative survey. To compare the teachers’ job satisfaction, the following mediating variables were considered: job security, workload, in-class effort, work-life balance, remuneration, leadership support, students’ behaviour, and relationship with co-workers. On the other hand, semi-structured interviews with 20 staff from the 3 schools were conducted to explore the best practices that school leaders can apply to meet the teachers’ job satisfaction. The findings of the study confirmed that there is a significant association between teaching modality and teachers’ job satisfaction. The traditional teaching modality meets the highest level of satisfaction, then the distance learning, and lastly is the hybrid one. Whereas the interviews recommended that school leaders are asked to build active communication channels with their teachers, share the decision-making process, decrease the workload, raise the teachers’ autonomy, and establish a remuneration system. The study concludes that teachers’ job satisfaction in all instructional delivery models should be a priority for every successful school leader.
Co-Authors Ahmad Yahya