Assessment of the Teacher’s Work from the Perspective of Self-evaluation of Remote Education in the Opinion of Secondary School Students in the Context of Their Engagement, Activity and Passivity in the Online Learning Process During the Pandemic

Abstract

The effects of the pandemic forced the education system to switch to online education. Teachers were put in the compulsory role of doing e-learning classes. The new situation in the functioning of education has specific consequences. A problem was posed, how students rate the teacher’s work in the distance learning system. The research group consisted of 270 people aged 16–18. They were students from high school, technical secondary school and basic industry school of the first degree. The teacher’s work was assessed on the basis of the self-evaluation of remote education in the opinion of the students. The evaluation defined in this way was related to contextual variables (student’s passivity and activity during online lessons, student’s engagement in additional educational and development programs). Then the correlation between the evaluation and contextual variables was determined. The results of the analyzes lead to the conclusion, that teacher evaluation depends on contextual variables – engagement (rho = 0.545) and activity (rho = 0.497) are positively correlated, and passivity (rho = –0.474) is negatively correlated with teacher evaluation. The evaluation of remote teacher work shows that most of the students evaluate the teacher’s work at an average level. In total, the self-evaluation in the opinion of the students turned out to be positive, as approximately 60% of the respondents expressed their opinion that the teacher’s work during the pandemic is on average or more than average satisfactory, therefore, it meets the conditions set in the evaluation, and only about 40% of teachers do not fulfil these obligations.