Teachers in Malta, their Professional Identity and their Experience of School Closures as a Result of the COVID-19 Pandemic
Main Article Content
Abstract
One of the impacts of the COVID-19 pandemic has been the way we organised teaching and learning. This case study evaluates the experience of teachers in Malta during the initial stages of school closures and the way they have been forced to adapt their practices in order to meet the needs of their learners and wider communities. Five themes which help to evaluate the re-imagining of teachers’ identities are explored in this research paper: the professional expectations on teachers, the new technological skills and knowledge teachers were expected to acquire, teachers’ stress, teachers’ identity and sense of agency, and teachers’ resilience. This study, using an analysis of desk research, provides an understanding of how the role of teachers in Malta was perceived and how their work processes were transformed. Moreover, the themes that are discussed help to bring to the fore teachers’ narratives of their newly acquired practices, but also a realisation of the need for professional learning and a vision that supports teachers in similarly challenging scenarios. A number of implications which emerge from these themes, in terms of the impact on teachers’ lives, careers and sense of identity, are highlighted, together with recommendations, in the Conclusion, for teachers and teacher educators.
Keywords:
COVID-19, Malta, Teachers’ practices, professional identity, professional learning
Article Details
How to Cite
MICHELLE, Attard Tonna; LEONARD, Busutti; COLIN, Calleja.
Teachers in Malta, their Professional Identity and their Experience of School Closures as a Result of the COVID-19 Pandemic.
Medical Research Archives, [S.l.], v. 11, n. 7.1, july 2023.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/4101>. Date accessed: 22 dec. 2024.
doi: https://doi.org/10.18103/mra.v11i7.1.4101.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
References
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12. Sangeeta, Tandon,U. Factors influencing adoption of online teaching by school teachers: A study during COVID-19 pandemic. Journal of Public Affairs. 2020;21(4):e2503.
13. Anger, C., Plünnecke, A. Homeschooling und Bildungsgerechtigkeit. IW-Kurzbericht. 2020; 44.
14. Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. (Working Paper). Accessed May 23, 2023. https://doi.org/10.31235/osf.io/hf32q.
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29. Truzoli, R, Pirola, V, Conte, S. The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic. Journal of Computer Assisted Learning. 2021;1-13.
30. Pittman, T, Gaines, T. Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development. 2015;63:539-554.
31. Al-Fudail, M, Mellar, H. Investigating teacher stress when using technology. Computer & Education. 2008;51:1103-1110.
32. Makawawa, JC, Mustadi, A, Septriwanto, JV, Sampouw, F, Najoan, RAO. Primary school teachers perception of technological pedagogical content knowledge in online learning due to Covid 19. Journal Prima Edukasia. 2021;9(1):85-95.
33. Johnson, S, Cooper, C, Cartwright, S, Donald, I, Taylor, P, Millet, C. The experience of work-related stress across occupations. Journal of Managerial Psychology. 2005;20(2):178–187.
34. Reimers, FM, Schleicher, A. Schooling disrupted, schooling rethought: How the Covid-19 pandemic is changing education. OECD. 2020. Accessed May 23, 2023. https://read.oecd-ilibrary.org/view/?ref=133133390-1rtuknc0hi&title=Schooling-disrupted-schooling-rethought-How-the-Covid-19-pandemic-is-changing-education
35. UNESCO. Adverse consequences of school closures. UNESCO. 2020. Accessed May 23, 2023. https://en.unesco.org/covid19/educationresponse/consequences.
36. Li, Q, Akins, M. Sixteen myths about online teaching and learning in higher education: Don't believe everything you hear. TechTrends. 2005;49(4):51–60.
37. Martínez-Monteagudo, MC, Inglés, CJ, Granados, L, Aparisi, D, García-Fernández, JM. Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences. 2019;142:53–61.
38. McQuiggan, CA. Faculty development for online teaching as a catalyst for change. Journal of Asynchronous Learning Networks. 2012;16(2):27–61.
39. Borg, MG, Boyle, G, Falzon, J, Baglioni, A. A structural model of the dimensions of teacher stress. British Journal of Educational Psychology. 1995;65(1):49-67.
40. Billehøj, H. Report on the ETUCE Survey on teachers’ work-related stress. European Trade Union Committee for Education, Brussels. 2007.
https://www. csee-etuce.org/images/attachments/ReportWRSEN.pdf. Accessed may 23, 2023.
41. Caruana, S, & Borg, M. Stress-related factors affecting teachers of foreign languages in Maltese state and church schools. Symposia Melitensia. 2020:87-99.
42. An, Y. The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development. 2018;66(6): 1505-527.
43. Skaalvik, EM, Skaalvik, S. Job demands and job resources as predictors of teachers’ motivation and well-being. Social Psychology of Education. 2018;21:1251-1275.
44. Beauchamp, C, Thomas, L. Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education. 2009;39: 175–189.
45. Brenner, PS, Serpe, RT, Stryker, S. Role-specific self-efficacy as precedent and product of the identity model. Sociological Perspectives. 2018; 61:57–80.
46. Burke, PJ, Stets, JE. Identity theory. Oxford University Press; 2009.
47. Hanna, F, Oostdam, R, Severiens, SE, Zijlstra, BJH. Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review. 2019; 27:15–27.
48. Bandura, A. Social cognitive theory of moral thought and action. In: Kurtines WM, Gewirtz JL,eds. Handbook of moral behavior and development. Erlbaum; 1991:45–103.
49. Bandura, A. Social cognitive theory: An agentic perspective. Annual Review of Psychology. 2001;52(1):1–26.
50. Bandura, A. Guide for constructing self-efficacy scales. Self-Efficacy Beliefs of Adolescents. 2006;5(1):307–337.
51. Schunk, DH, Meece, JL. Self-efficacy development in adolescence. Self-Efficacy Beliefs of Adolescents. 2006;5:71–96.
52. Eteläpelto, A, Vähäsantanen, K, Hökkä, P, Paloniemi, S. What is agency? Conceptualizing professional agency at work. Educational Research Review. 2013;10:45–65.
53. Lmants, J, Van der Wal, M. A model of teacher agency in professional development and school reform. Journal of Curriculum Studies. 2020;52(1):1–14.
54. Bonnici, M. In Malta MUT works with government and social partners to guide education systems through crisis. European Trade Union Committee for Education. 2020. https://www.csee-etuce.org/en/policy-issues/covid-19/latest-updates/3780-in-malta-mut-works-with-government-and-social-partners-to-guide-the-education-system-through-covid-19-crisis. Accessed May 23, 2023.
55. Malta Union of Teachers. Press Release: Update for educators on current practices from home. 2020. Accessed May 23, 2023. https://mut.org.mt/update-for-educators-on-current-practices-from-home/.
56. Calleja, L. Parents anxious about COVID-19 still want online schooling as option. Malta Today. 2020. https://www.maltatoday.com.mt/news/national/104462/parentsanxiousoncovid19stillwantonlineschoolingasoption#.YHPiSy0RppQ. Accessed May 23, 2023.
57. Leopoldina-Stellungnahmen zur Coronavirus-Pandemie. 2020. Accessed May 23, 2023, https://www.leopoldina.org/publikationen/detailansicht/publication/leopoldina-stellungnahmen-zur-coronavirus-pandemie-2020/.
58. Goodall, J. Narrowing the achievement gap: Parental engagement with children’s learning. Routledge; 2017.
59. Epstein, J. School, family and community partnerships. Preparing educators and improving schools. Routledge; 2018.
60. Menheere, A, Hooge, EH. Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents. Journal of European Teacher Education Network. 2010;6:144–157.
61. European Commission/EACEA/Eurydice. Teachers in Europe: Careers, Development and Well-being. Eurydice report. Publications Office of the European Union; 2021.
62. Kim, L, Asbury, K. 'Like a rug had been pulled from under you': The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. The British Journal of Educational Psychology. 2020;90(4):1062-1083.
63. Ottenbreit-Leftwich, A, Liao, JY-C, Sadik, O, Ertmer, P. Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers use of technology? Journal of Research on Technology in Education. 2018;50:282-304.
64. Darling-Hammond, L, Hyler, ME. Preparing educators for the time of COVID … and beyond. European Journal of Teacher Education. 2020;43(4):457-465.
2. Ministry for Education and Employment. Letter Circular DCLE 2020: Online teaching during the third term 2019/20. Ministry for Education and Employment; 2020.
3. Mockler, N. Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching. 2011;17(5):517-528.
4. Dewey, J. My pedagogic creed. The School Journal. 1897;LIV(3):77–80.
5. Nias, J. Primary teachers talking: A study of teaching as work. Routledge; 1989.
6. Butler, J. Bodies that matter: On the discursive limits of ‘sex’. Routledge; 1993.
7. Busuttil, L, Farrugia, RS. Teachers’ response to the sudden shift of online learning during COVID-19 pandemic: Implications for policy and practice. Malta Review of Education Research. 2020;14(2):211-241.
8. Borup, J, Graham, CR, West, RE, Archambault, L, Spring, KJ. Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development. 2020;68:807–832.
9. Attard Tonna, M. There’s no place like school ... Malta Today. 2020. https://www.maltatoday.com.mt/news/interview/101499/theresnoplacelikeschoolmichelleattardtonna#.YHNJ8S0RppQ. Accessed May 23, 2023.
10. Deidun, A. In support of parents and class teachers. Times of Malta 2020. https://timesofmalta.com/articles/view/in-support-of-parents-and-class-teachers-alan-deidun.810021. Accessed May 23, 2023.
11. Formosinho, J. From schoolification of children to schoolification of parents?: Educational policies in COVID times. European Early Childhood Education Research Journal. 2021;29(1):141-52.
12. Sangeeta, Tandon,U. Factors influencing adoption of online teaching by school teachers: A study during COVID-19 pandemic. Journal of Public Affairs. 2020;21(4):e2503.
13. Anger, C., Plünnecke, A. Homeschooling und Bildungsgerechtigkeit. IW-Kurzbericht. 2020; 44.
14. Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. (Working Paper). Accessed May 23, 2023. https://doi.org/10.31235/osf.io/hf32q.
15. European Commission. Educational inequalities in Europe and physical school closures during Covid-19. Science for Policy Briefs: Fairness Policy Brief Series 04/2020.
Brussels, Belgium: European Union. 2020. Accessed May 23, 2023, https://ec.europa.eu/jrc/sites/jrcsh/files/fairness_pb2020_wave04_covid_education_jrc_i1_19jun2020.pdf.
16. Caruana, J. COVID - a learning curve. The Malta Independent. 2021. https://www.independent.com.mt/articles/2021-03-07/newspaper-opinions/COVID-a-learning-curve-6736231548. Accessed May 23, 2023.
17. Times of Malta. Failures in education risk creating a 'lost generation' of students – Repubblika. Times of Malta. 2020. https://timesofmalta.com/articles/view/failures-in-education-risk-creating-a-lost-generation-of-students.830185. Accessed May 23, 2023.
18. Ehren, M, Madrid, R, Romiti, S, Armstrong, P, Fisher, P, McWhorter, D. Teaching in the COVID-19 era: Understanding the opportunities and barriers for teacher agency. Perspectives in Education. 2021;39(1):61-76.
19. Quezada, RL, Talbot, C., Quezada-Parker, KB. From bricks and mortar to remote teaching: a teacher education programmes’s response to Covid 19. Journal of Education for Teaching. 2020;46(4):472-483.
20. Lin, T-C, Tsai, C-C, Chai, CS, Lee, MH. Identifying science teachers' perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology. 2012;22(3):325–336.
21. OECD. Inspired by technology, driven by pedagogy: A systemic approach to technology-based school innovations. OECD Publishing; 2010.
22. UNESCO. ICT competency framework for teachers Version 2.0. UNESCO; 2011.
23. Wake, D, Whittingham, J. Teacher candidates' perceptions of technology-supported literacy practices. Contemporary Issues in Technology and Teacher Education. 2013;13(3):175–206.
24. Koehler, MJ, Mishra, P. What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education (CITE Journal). 2009;9(1):60-70.
25. Ozudogru, M, Ozudogru, F. Technological pedagogical content knowledge of Mathematics teachers and the effect of demographic variables. Contemporary Educational Technology. 2019;10(1):1-24.
26. Gu, X, Zhu, Y, & Guo, X. Meeting the "digital natives": Understanding the acceptance of technology in classrooms. Journal of Educational Technology & Society. 2013;16(1):392–402.
27. Orlando, J, Attard, C. Digital natives come of age: the reality of today's early career teachers using mobile devices to teach mathematics. Mathematics Education Research Journal. 2016;28(1):107–121.
28. Said Pace, D. The use of Formative Assessment (FA) in online teaching and learning during the COVID-19 compulsory education school closure: The Maltese experience. Malta Review of Education Research. 2020;14(2):243-271.
29. Truzoli, R, Pirola, V, Conte, S. The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic. Journal of Computer Assisted Learning. 2021;1-13.
30. Pittman, T, Gaines, T. Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development. 2015;63:539-554.
31. Al-Fudail, M, Mellar, H. Investigating teacher stress when using technology. Computer & Education. 2008;51:1103-1110.
32. Makawawa, JC, Mustadi, A, Septriwanto, JV, Sampouw, F, Najoan, RAO. Primary school teachers perception of technological pedagogical content knowledge in online learning due to Covid 19. Journal Prima Edukasia. 2021;9(1):85-95.
33. Johnson, S, Cooper, C, Cartwright, S, Donald, I, Taylor, P, Millet, C. The experience of work-related stress across occupations. Journal of Managerial Psychology. 2005;20(2):178–187.
34. Reimers, FM, Schleicher, A. Schooling disrupted, schooling rethought: How the Covid-19 pandemic is changing education. OECD. 2020. Accessed May 23, 2023. https://read.oecd-ilibrary.org/view/?ref=133133390-1rtuknc0hi&title=Schooling-disrupted-schooling-rethought-How-the-Covid-19-pandemic-is-changing-education
35. UNESCO. Adverse consequences of school closures. UNESCO. 2020. Accessed May 23, 2023. https://en.unesco.org/covid19/educationresponse/consequences.
36. Li, Q, Akins, M. Sixteen myths about online teaching and learning in higher education: Don't believe everything you hear. TechTrends. 2005;49(4):51–60.
37. Martínez-Monteagudo, MC, Inglés, CJ, Granados, L, Aparisi, D, García-Fernández, JM. Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences. 2019;142:53–61.
38. McQuiggan, CA. Faculty development for online teaching as a catalyst for change. Journal of Asynchronous Learning Networks. 2012;16(2):27–61.
39. Borg, MG, Boyle, G, Falzon, J, Baglioni, A. A structural model of the dimensions of teacher stress. British Journal of Educational Psychology. 1995;65(1):49-67.
40. Billehøj, H. Report on the ETUCE Survey on teachers’ work-related stress. European Trade Union Committee for Education, Brussels. 2007.
https://www. csee-etuce.org/images/attachments/ReportWRSEN.pdf. Accessed may 23, 2023.
41. Caruana, S, & Borg, M. Stress-related factors affecting teachers of foreign languages in Maltese state and church schools. Symposia Melitensia. 2020:87-99.
42. An, Y. The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development. 2018;66(6): 1505-527.
43. Skaalvik, EM, Skaalvik, S. Job demands and job resources as predictors of teachers’ motivation and well-being. Social Psychology of Education. 2018;21:1251-1275.
44. Beauchamp, C, Thomas, L. Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education. 2009;39: 175–189.
45. Brenner, PS, Serpe, RT, Stryker, S. Role-specific self-efficacy as precedent and product of the identity model. Sociological Perspectives. 2018; 61:57–80.
46. Burke, PJ, Stets, JE. Identity theory. Oxford University Press; 2009.
47. Hanna, F, Oostdam, R, Severiens, SE, Zijlstra, BJH. Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review. 2019; 27:15–27.
48. Bandura, A. Social cognitive theory of moral thought and action. In: Kurtines WM, Gewirtz JL,eds. Handbook of moral behavior and development. Erlbaum; 1991:45–103.
49. Bandura, A. Social cognitive theory: An agentic perspective. Annual Review of Psychology. 2001;52(1):1–26.
50. Bandura, A. Guide for constructing self-efficacy scales. Self-Efficacy Beliefs of Adolescents. 2006;5(1):307–337.
51. Schunk, DH, Meece, JL. Self-efficacy development in adolescence. Self-Efficacy Beliefs of Adolescents. 2006;5:71–96.
52. Eteläpelto, A, Vähäsantanen, K, Hökkä, P, Paloniemi, S. What is agency? Conceptualizing professional agency at work. Educational Research Review. 2013;10:45–65.
53. Lmants, J, Van der Wal, M. A model of teacher agency in professional development and school reform. Journal of Curriculum Studies. 2020;52(1):1–14.
54. Bonnici, M. In Malta MUT works with government and social partners to guide education systems through crisis. European Trade Union Committee for Education. 2020. https://www.csee-etuce.org/en/policy-issues/covid-19/latest-updates/3780-in-malta-mut-works-with-government-and-social-partners-to-guide-the-education-system-through-covid-19-crisis. Accessed May 23, 2023.
55. Malta Union of Teachers. Press Release: Update for educators on current practices from home. 2020. Accessed May 23, 2023. https://mut.org.mt/update-for-educators-on-current-practices-from-home/.
56. Calleja, L. Parents anxious about COVID-19 still want online schooling as option. Malta Today. 2020. https://www.maltatoday.com.mt/news/national/104462/parentsanxiousoncovid19stillwantonlineschoolingasoption#.YHPiSy0RppQ. Accessed May 23, 2023.
57. Leopoldina-Stellungnahmen zur Coronavirus-Pandemie. 2020. Accessed May 23, 2023, https://www.leopoldina.org/publikationen/detailansicht/publication/leopoldina-stellungnahmen-zur-coronavirus-pandemie-2020/.
58. Goodall, J. Narrowing the achievement gap: Parental engagement with children’s learning. Routledge; 2017.
59. Epstein, J. School, family and community partnerships. Preparing educators and improving schools. Routledge; 2018.
60. Menheere, A, Hooge, EH. Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents. Journal of European Teacher Education Network. 2010;6:144–157.
61. European Commission/EACEA/Eurydice. Teachers in Europe: Careers, Development and Well-being. Eurydice report. Publications Office of the European Union; 2021.
62. Kim, L, Asbury, K. 'Like a rug had been pulled from under you': The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. The British Journal of Educational Psychology. 2020;90(4):1062-1083.
63. Ottenbreit-Leftwich, A, Liao, JY-C, Sadik, O, Ertmer, P. Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers use of technology? Journal of Research on Technology in Education. 2018;50:282-304.
64. Darling-Hammond, L, Hyler, ME. Preparing educators for the time of COVID … and beyond. European Journal of Teacher Education. 2020;43(4):457-465.