43% of teachers dissatisfied with online education in epidemic: survey – Times of India

NEW DELHI: About 43 per cent teachers said they were not satisfied with online education during the epidemic, while nine per cent of them expressed complete dissatisfaction with the type of education.

A total of 220 school teachers participated and 20 people, including eight teachers, were interviewed for an online survey published in the Delhi Commission for the Protection of Child Rights (DCPCR) ‘s first journal – Children First: Journal on Children’s Lives.



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According to the survey, y percent of teachers surveyed said they were not satisfied with online tutoring and nine percent of participants were not happy at all. The main topics identified by teachers online as epidemic-related were absenteeism (14 percent), special needs children not being considered (21 percent), low attention span (28 percent), and psychological problems expressed by students (19 percent). ), And no assessment or recruitment by students was completed (10 percent).


Participating teachers and students further said that online emotional support and group engagement by counselors and social workers has helped children become more expressive and participatory in online learning.

Teachers stressed that parental participation in school education is necessary because only they have access to regular children and during this period they can be directly involved with them.

Students who took part in the study revealed that they missed many school activities, including meeting friends, interacting with people, celebrating and making friends. The survey found that some of the participants revealed that they were under extra stress with academic exercise.


Teachers shared the challenges of adhering to online teaching schedules and fulfilling their responsibilities at home.

The survey concludes that for a successful transition to online mode, some things need to be done বৃদ্ধি accessibility and capability of digital platforms, need-based curricula, and adequate capacity building in the pedagogy and teaching community.

“The epidemic of this need still remains a major challenge for online education,” it said.

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