Educational management of confinement by COVID-19: Teacher perception in Spain

Abstract

The home confinement caused by the COVID-19 pandemic has represented the greatest challenge of adaptation and transformation of the Spanish educational system registered to date. The change in the educational paradigm, with special attention to the change of location, methodology, means and evaluation, has shown that the process has not been satisfactory for all the agents involved. This study shows the perspective of a bulk of 3764 teachers of all educational levels who carry out their teaching work in centers represented from all the autonomous communities. The questionnaire addresses the perspective of these teachers in relation to a series of questions that seek to corroborate the existence of a multidimensional gap (methodology, socio-economic and technological) in addition to verifying the effectiveness of educational management. Teachers' opinion of both their own work and that carried out by educational administrations and families, yields heterogeneous results based on variables of educational levels, geographic demarcation or available means. Likewise, the opinion of the teaching staff towards the families is satisfactory, comparable to the action itself. On the other hand, the evaluation received by the training plans in digital skills and the response of the educational administration to face a transformation of the educational system do not satisfy all the teachers. The article shows that the digital divide is not only instrumental, but also an adaptation of an educational system that, despite having a digitization plan planned, has not been carried out with the priority and consistency as demonstrated by one of the agents educators directly involved in this process, the teaching staff.