Abstract:

The COVID-19 pandemic, which challenged higher education institutions to organize the teaching process, is shifting from face-to-face to remote learning and ensuring the highest level of education. The study aimed to determine the attitudes of teachers towards their readiness to teach students at a distance and the support of the institution during a pandemic. Teaching at a distance faced great challenges for teachers, who became responsible for keeping students motivated to learn. The pandemic forced teachers to adapt their lectures to distance learning in a short period by implementing distance learning technologies that were not relevant to many before the pandemic and to experience the positive and negative aspects of distance learning. Distance learning has become a much more demanding effort, emotional expense, and time job than classroom training. On the other hand, the challenge arose for the institution to meet the needs of teachers working remotely, the meaning of their activities, cooperation at work, to develop their potential, and not to lose the attitude of teachers' organizational identity. Higher education institutions have a responsibility to promptly assist teachers in securing the acquisition of challenging new competencies and other necessary support to equip teachers with the knowledge and skills they need to perform their tasks effectively both in the audience and in society now and in the future.

Keywords:

COVID-19 pandemic, teacher training for distance learning, institutional support for teacher, distance learning study.