Researchers from the component universities of the University Consortium ("Alexandru Ioan Cuza" University in Iași, "Babeș Bolyai" University in Cluj-Napoca, University of Bucharest, West University in Timișoara and the Academy of Economic Studies in Bucharest) conducted, during March 2020 – February 2021, a study on the conduct of activities with students during the period of suspension of face-to-face activity.
More than 10.000 pre-university teachers participated in this evaluative research, which highlighted the fact that, during the online school period, the motivation for the teaching career decreased for 10% of the teachers, while 30% declared themselves more dedicated to the profession after this experiences. The increased level of mental, social, technical stress is reported as a major inconvenience.
The team that ensured the realization of this research is made up of university teaching staff and researchers with constant concerns for innovation in education through the use of digital resources and tools, from Babeș-Bolyai University, University of Bucharest, Alexandru Ioan Cuza University of Iași, University of the West from Timișoara, the CRED Project, the ROSE Project, the National Center for Policies and Evaluation in Education. For the study, 10.246 questionnaires completed online by pre-university teachers between February 4-20, 2021 were taken into account. Some data were correlated with the results of stage I (March 2020), with 6.436 respondents from pre-university education. The investigation reveals the necessary support measures and can form the basis for decisions at the local level and from the Ministry of Education.
According to the study, the greatest difficulties in teachers' implementation of distance learning activities are, in order (depending on the score on a scale from 1 to 4):
• Level of mental, social, technical stress: 2.59
• Lack of an adequate methodological framework for the preparation, guidance and conduct of online activities: 2.39
• Insufficient time for planning/organizing lessons: 2.36
• Lack of a sufficiently powerful computer: 2.27
• Lack of time needed to understand and properly use digital tools and resources: 2.27
• Lack of tools for classroom management, feedback and evaluation: 2.25
• Lack of a suitable space (at home) for carrying out didactic activities: 2.23
When comparing teachers from rural and urban schools, significant differences appear, especially in terms of access to technology – equipment, internet, specialized support in configuring and using digital applications and platforms.
Transposing didactic activities into the new formula requires a combination of didactic, educational management, technical skills, as well as a favorable administrative and organizational framework. The support of local resource persons, especially school principals, was defining - their role confirms and justifies, once again, the need for good managers for the success of the educational institution, both in pandemic and "normal" situations.
