Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors

Abstract In this exploratory study, we evaluated which factors are predictive of technology-supported teaching, conceptualised as Technological Pedagogical Content Knowledge (TPACK) competences and related professional development needs, and teachers’ mental health in terms of job satisfaction, work-life balance, and teacher stress during COVID-19’s first period of emergency remote teaching (ERT). In spring 2020, an online questionnaire was administered to gauge factors relevant to (1) shifting to ERT, (2) teachers’ well-being, and (3) teacher characteristics. Data from 309 Dutch teachers across educational sectors were analysed using Structural Equation Modelling in two models. We further explored the results of the model predicting technology-supporting teaching as this showed the most optimal fit. Our analyses show that factors from all three categories contributed to technology-supported teaching during the first educational lockdown, but that competence-related aspects were the strongest predictors. Our results offer directions to strengthen the teaching context to support teachers navigating challenging ERT-periods.