research-article

Pandemic, Hybrid Teaching & Stress: Examining Indian Teachers’ Sociotechnical Support Practices in Low-income Schools

Authors:

Akanksha Y. Gavade,

Rama Adithya VaranasiAuthors Info & Claims

COMPASS '23: Proceedings of the 6th ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies

Pages 64 - 75

https://doi.org/10.1145/3588001.3609363

Published: 16 August 2023 Publication History

Abstract

Support plays a vital role in the teaching profession. A good support system can empower teachers to regulate their emotions and effectively manage stress while working in isolation. The COVID-19 pandemic has ushered in a hybrid form of education, necessitating the acquisition of new skills by teachers and compelling them to adapt to remote teaching. This new development further amplifies the sense of isolation prevalent amongst the teaching community. Against this backdrop, our study investigates the availability of sociotechnical support infrastructures for teachers in low-income schools while also looking into the support practices embraced by this class of teachers following the pandemic. Through 28 qualitative interviews involving teachers, management and personnel from support organizations, we demonstrate how teachers have largely taken the initiative to establish their own informal support networks in the absence of formal support infrastructures. Smartphones have significantly augmented these support practices, serving as both a valuable source of support as well as a medium for facilitating support practices. However, in comparison to other forms of support received from these sources, the availability of emotion-focused support for teachers have proven to be inadequate, creating imbalances in their support seeking practices. Our paper provides different contextual ways to reduce these imbalances and improve the occupational well-being of teachers.

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Cited By

Nurain NChung CCaldeira CConnelly K(2024)“We are blessed to live in the countryside”: Unpacking Rural and Small-Town Older Adults’ Resilient Nature in Times of the COVID-19 PandemicProceedings of the 7th ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies10.1145/3674829.3675074(193-200)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3674829.3675074
Varanasi RDell NVashistha A(2024)Saharaline: A Collective Social Support Intervention for Teachers in Low-Income Indian SchoolsProceedings of the CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642617(1-20)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642617
Naik TShankaranarayanan MSwaminathan MBALI KJain M(undefined)Examining Factors Influencing Technology Integration in Indian Classrooms: A Teachers' PerspectiveACM Journal on Computing and Sustainable Societies10.1145/3677325
https://dl.acm.org/doi/10.1145/3677325

Index Terms

Pandemic, Hybrid Teaching & Stress: Examining Indian Teachers’ Sociotechnical Support Practices in Low-income Schools
1. Human-centered computing
  1. Human computer interaction (HCI)
    1. Empirical studies in HCI

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COMPASS '23: Proceedings of the 6th ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies

August 2023

170 pages

ISBN:9798400701498

DOI:10.1145/3588001

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Cited By

Nurain NChung CCaldeira CConnelly K(2024)“We are blessed to live in the countryside”: Unpacking Rural and Small-Town Older Adults’ Resilient Nature in Times of the COVID-19 PandemicProceedings of the 7th ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies10.1145/3674829.3675074(193-200)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3674829.3675074
Varanasi RDell NVashistha A(2024)Saharaline: A Collective Social Support Intervention for Teachers in Low-Income Indian SchoolsProceedings of the CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642617(1-20)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642617
Naik TShankaranarayanan MSwaminathan MBALI KJain M(undefined)Examining Factors Influencing Technology Integration in Indian Classrooms: A Teachers' PerspectiveACM Journal on Computing and Sustainable Societies10.1145/3677325
https://dl.acm.org/doi/10.1145/3677325

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