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Hybrid Learning: Teachers' Perspectives
Abstract
During the COVID-19 pandemic, different methods of learning were used, in which hybrid learning was prominent. The use of technology and other complexities in this method made it hard to adapt, especially for teachers who are less tech-friendly. This method requires a huge amount of teacher presence and to provide that the teachers have to compromise with their mental health. As not being mentally healthy, teachers start perceiving their job negatively, which leads to declined job satisfaction among them. This study aims to assess the role of hybrid learning and teacher presence in mental health and job satisfaction among teachers. To assess hybrid learning and teacher presence, a survey was conducted on the government teachers. The data was analyzed statistically, and the findings suggest that hybrid learning came out as a significant predictor of job satisfaction. It was found that mental health was significantly negatively predicted by teacher presence. Another finding also emerged that both hybrid learning and teacher presence predicted job satisfaction.
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