November 9, 2024
Nasim Ghanbari

Nasim Ghanbari

Academic Rank: Assistant professor
Address:
Degree: Ph.D in English Language Teaching
Phone: 077 3122 2321
Faculty: Faculty of Humanities

Research

Title
Psychological Capital and Motivation of Afghan EFL Teachers’ and Their Perception of Online Teaching during the COVID-19 Pandemic
Type Thesis
Keywords
Psychological capital, COVID-19, motivation, perception, online teaching, technological challenges, EFL teachers
Researchers habibolah sangin (Student) , Nasim Ghanbari (Primary advisor) , Parisa Abdolrezapour (Primary advisor)

Abstract

COVID-19 and it is outbreak has opened a new chapter in the life of people in the world. It has impacted on different sectors of people life particularly it influenced on education sector that resulted to change the form of education delivery services from old version which is called traditional teaching in to new version which is called online mode. Techers who are acted as a backbone of education system is being affected with this great alternation in education and they have revealed some reaction against these changes in terms of psychological capital, motivation, and perception. Hence, the purpose of this investigation was to find out if psychological capital and motivation of Afghan EFL teachers predicted the way they perceived different aspect of online teaching during the COVID-19 pandemic. Moreover, the study investigated psychological capital of Afghan EFL teachers correlated with their motivation during the COVID-19. Additionally, this study provided a comprehensive analysis about the perception of Afghan EFL teachers about online teaching during the pandemic. To achieve these goals, 475 EFL teachers from both public and private universities across Afghanistan were asked to respond to the electronic version of three questionnaires. The data were analyzed using the SPSS software. The findings showed that psychological capital of Afghan EFL teachers did not predict their perception of online teaching during the pandemic. Furthermore, no significant correlation was found between motivation of Afghan EFL teachers and their perception of online teaching during the pandemic perception. Also, the teachers had positive perception in term of opportunities, challenges, perceived usefulness, perceived ease of use and behavioral intention during the COVID-19. Last, the study found no significant relationship between the psychological capital and motivation of Afghan EFL teachers during the pandemic. Pedagogical implications of the study are discussed.