Abstract:

The COVID-19 pandemic has left an indelible mark on all facets of human existence, with primary and secondary education being no exception. As the world grappled with the challenges posed by this unprecedented crisis, schools faced the daunting task of adapting their educational practices to ensure the continuity of learning while safeguarding the health and well-being of students, teachers, and staff. The pandemic brought forth a seismic shift in the landscape of education, compelling institutions to swiftly transition to remote and hybrid learning models. In Greece, supplementary education programs provide pupils attending classes of Greek compulsory education (primary and secondary) who have minor learning difficulties and do not belong, by definition, to any minority (ethnic, linguistic or other), with additional instructional help. The purpose of this study is to investigate the perceptions of both primary and secondary school teachers concerning the implementation of emergency remote education in supplementary education during the COVID-19 pandemic. The study is based on global developments, with a particular focus on Greece and its experiences with emergency remote education during the pandemic. Employing a quantitative research approach, the study aims to establish relationships between several variables variables, including, age, gender, professional experience, etc. and satisfaction with emergency remote supplementary education. The research utilized convenience sampling to gather data from a sample comprising 84 primary and secondary school teachers located in the north of Greece (Macedonia region). A questionnaire designed for this particular study, containing both closed and open-ended questions, was distributed to collect empirical data. The survey results revealed that gender and age had no significant impact on teachers' satisfaction with distance education in supplementary teaching. However, teachers highlighted several challenges they faced while employing distance education during the pandemic and offered various suggestions to enhance its effectiveness, considering its emergency-based usage.
The study holds significance for the scientific community, as it sheds light on the transformative impact of the COVID-19 pandemic on primary and secondary supplementary education in Greece and establishes valuable insights into the relationship between various variables affecting teachers' satisfaction with remote education. The findings provide a comprehensive understanding of the challenges teachers encountered and offer crucial suggestions to enhance the effectiveness of emergency remote education. The research outcomes serve as a stepping stone for future studies in education, facilitating informed decisions to address the evolving landscape of teaching and learning during times of crisis and beyond.

Keywords:

Emergency remote teaching, primary education, secondary education, teachers' perspective.