Determinant Factors of Teaching Performance in COVID-19 Context

Bachir EL Murr; Genane Youness; Rola Assaf

doi:doi:10.11648/j.edu.20241301.11

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Determinant Factors of Teaching Performance in COVID-19 Context

Bachir EL Murr^*, Genane Youness, Rola Assaf

Published in Education Journal (Volume 13, Issue 1)

Received: 8 October 2023 Accepted: 25 October 2023 Published: 11 January 2024

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Abstract

COVID-19 pandemic still impact higher education system, stakeholders and environment all around the world. Students, teachers, academic institutions and education decision makers were shocked by an atypical new context they promptly put in face, asking drastic change in behavior and procedures at individual, familial and institutional levels. Full lockdown and closing campuses enforced students and teachers staying and sticking home, fronting unusual domestic for work atmosphere and unacquainted online learning and teaching technologies. Consequent back to classroom framework also imposes new sanitary and social distancing conditions leading to new teaching and learning habits that affected in many ways the performance of teaching. The aim of this paper is to apprehend all the challenges that may arise in similar critical situations to make convenient decisions helping to avoid the education system shutdown or to benefit from the previous experience to adapt future behaviors and perform tools and practices. For such purpose, the present paper reviews all the determinant factors of the teaching performance in both alternative online and classroom modes of dispensing courses in the COVID-19 Lebanese context, using Partial Least Squares Structural Equation Modeling approach (PLS-SEM). It appears that all manifest variables corresponding to latent variables have a reflective measurement model. After the convergence of the algorithm of Partial Lest Square (PLS), the structural path significance test of both inner and outer model is verified by a bootstrap procedure with 1000 subsamples.

Published in	Education Journal (Volume 13, Issue 1)
DOI	10.11648/j.edu.20241301.11
Page(s)	1-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

COVID-19 Impact, Online and Classroom Teaching Performance, Partial Least Squares - Structural Equation Modeling, Bootstrap, Goodness of Fit

References

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APA Style

Murr, B. E., Youness, G., Assaf, R. (2024). Determinant Factors of Teaching Performance in COVID-19 Context. Education Journal, 13(1), 1-13. https://doi.org/10.11648/j.edu.20241301.11

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ACS Style

Murr, B. E.; Youness, G.; Assaf, R. Determinant Factors of Teaching Performance in COVID-19 Context. Educ. J. 2024, 13(1), 1-13. doi: 10.11648/j.edu.20241301.11

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AMA Style

Murr BE, Youness G, Assaf R. Determinant Factors of Teaching Performance in COVID-19 Context. Educ J. 2024;13(1):1-13. doi: 10.11648/j.edu.20241301.11

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@article{10.11648/j.edu.20241301.11,
  author = {Bachir EL Murr and Genane Youness and Rola Assaf},
  title = {Determinant Factors of Teaching Performance in COVID-19 Context},
  journal = {Education Journal},
  volume = {13},
  number = {1},
  pages = {1-13},
  doi = {10.11648/j.edu.20241301.11},
  url = {https://doi.org/10.11648/j.edu.20241301.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241301.11},
  abstract = {COVID-19 pandemic still impact higher education system, stakeholders and environment all around the world. Students, teachers, academic institutions and education decision makers were shocked by an atypical new context they promptly put in face, asking drastic change in behavior and procedures at individual, familial and institutional levels. Full lockdown and closing campuses enforced students and teachers staying and sticking home, fronting unusual domestic for work atmosphere and unacquainted online learning and teaching technologies. Consequent back to classroom framework also imposes new sanitary and social distancing conditions leading to new teaching and learning habits that affected in many ways the performance of teaching. The aim of this paper is to apprehend all the challenges that may arise in similar critical situations to make convenient decisions helping to avoid the education system shutdown or to benefit from the previous experience to adapt future behaviors and perform tools and practices. For such purpose, the present paper reviews all the determinant factors of the teaching performance in both alternative online and classroom modes of dispensing courses in the COVID-19 Lebanese context, using Partial Least Squares Structural Equation Modeling approach (PLS-SEM). It appears that all manifest variables corresponding to latent variables have a reflective measurement model. After the convergence of the algorithm of Partial Lest Square (PLS), the structural path significance test of both inner and outer model is verified by a bootstrap procedure with 1000 subsamples.
},
 year = {2024}
}

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TY  - JOUR
T1  - Determinant Factors of Teaching Performance in COVID-19 Context
AU  - Bachir EL Murr
AU  - Genane Youness
AU  - Rola Assaf
Y1  - 2024/01/11
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241301.11
DO  - 10.11648/j.edu.20241301.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 13
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241301.11
AB  - COVID-19 pandemic still impact higher education system, stakeholders and environment all around the world. Students, teachers, academic institutions and education decision makers were shocked by an atypical new context they promptly put in face, asking drastic change in behavior and procedures at individual, familial and institutional levels. Full lockdown and closing campuses enforced students and teachers staying and sticking home, fronting unusual domestic for work atmosphere and unacquainted online learning and teaching technologies. Consequent back to classroom framework also imposes new sanitary and social distancing conditions leading to new teaching and learning habits that affected in many ways the performance of teaching. The aim of this paper is to apprehend all the challenges that may arise in similar critical situations to make convenient decisions helping to avoid the education system shutdown or to benefit from the previous experience to adapt future behaviors and perform tools and practices. For such purpose, the present paper reviews all the determinant factors of the teaching performance in both alternative online and classroom modes of dispensing courses in the COVID-19 Lebanese context, using Partial Least Squares Structural Equation Modeling approach (PLS-SEM). It appears that all manifest variables corresponding to latent variables have a reflective measurement model. After the convergence of the algorithm of Partial Lest Square (PLS), the structural path significance test of both inner and outer model is verified by a bootstrap procedure with 1000 subsamples.

VL  - 13
IS  - 1
ER  -

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Author Information

Bachir EL Murr

Faculty of Economic Science and Business, Lebanese University, Beirut, Lebanon; Centre de Recherche en Economie de Grenoble, Université de Grenoble Alpes, Grenoble, France

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Genane Youness

Research and Innovation Department, Laboratoire LINEACT CESI, IDFC, France; Laboratoire Cedric-MSDMA, Paris, France

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Rola Assaf

Business School, Lebanese International University, Beirut, Lebanon

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APA Style

Murr, B. E., Youness, G., Assaf, R. (2024). Determinant Factors of Teaching Performance in COVID-19 Context. Education Journal, 13(1), 1-13. https://doi.org/10.11648/j.edu.20241301.11

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ACS Style

Murr, B. E.; Youness, G.; Assaf, R. Determinant Factors of Teaching Performance in COVID-19 Context. Educ. J. 2024, 13(1), 1-13. doi: 10.11648/j.edu.20241301.11

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AMA Style

Murr BE, Youness G, Assaf R. Determinant Factors of Teaching Performance in COVID-19 Context. Educ J. 2024;13(1):1-13. doi: 10.11648/j.edu.20241301.11

Copy | Download

@article{10.11648/j.edu.20241301.11,
  author = {Bachir EL Murr and Genane Youness and Rola Assaf},
  title = {Determinant Factors of Teaching Performance in COVID-19 Context},
  journal = {Education Journal},
  volume = {13},
  number = {1},
  pages = {1-13},
  doi = {10.11648/j.edu.20241301.11},
  url = {https://doi.org/10.11648/j.edu.20241301.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241301.11},
  abstract = {COVID-19 pandemic still impact higher education system, stakeholders and environment all around the world. Students, teachers, academic institutions and education decision makers were shocked by an atypical new context they promptly put in face, asking drastic change in behavior and procedures at individual, familial and institutional levels. Full lockdown and closing campuses enforced students and teachers staying and sticking home, fronting unusual domestic for work atmosphere and unacquainted online learning and teaching technologies. Consequent back to classroom framework also imposes new sanitary and social distancing conditions leading to new teaching and learning habits that affected in many ways the performance of teaching. The aim of this paper is to apprehend all the challenges that may arise in similar critical situations to make convenient decisions helping to avoid the education system shutdown or to benefit from the previous experience to adapt future behaviors and perform tools and practices. For such purpose, the present paper reviews all the determinant factors of the teaching performance in both alternative online and classroom modes of dispensing courses in the COVID-19 Lebanese context, using Partial Least Squares Structural Equation Modeling approach (PLS-SEM). It appears that all manifest variables corresponding to latent variables have a reflective measurement model. After the convergence of the algorithm of Partial Lest Square (PLS), the structural path significance test of both inner and outer model is verified by a bootstrap procedure with 1000 subsamples.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Determinant Factors of Teaching Performance in COVID-19 Context
AU  - Bachir EL Murr
AU  - Genane Youness
AU  - Rola Assaf
Y1  - 2024/01/11
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241301.11
DO  - 10.11648/j.edu.20241301.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 13
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241301.11
AB  - COVID-19 pandemic still impact higher education system, stakeholders and environment all around the world. Students, teachers, academic institutions and education decision makers were shocked by an atypical new context they promptly put in face, asking drastic change in behavior and procedures at individual, familial and institutional levels. Full lockdown and closing campuses enforced students and teachers staying and sticking home, fronting unusual domestic for work atmosphere and unacquainted online learning and teaching technologies. Consequent back to classroom framework also imposes new sanitary and social distancing conditions leading to new teaching and learning habits that affected in many ways the performance of teaching. The aim of this paper is to apprehend all the challenges that may arise in similar critical situations to make convenient decisions helping to avoid the education system shutdown or to benefit from the previous experience to adapt future behaviors and perform tools and practices. For such purpose, the present paper reviews all the determinant factors of the teaching performance in both alternative online and classroom modes of dispensing courses in the COVID-19 Lebanese context, using Partial Least Squares Structural Equation Modeling approach (PLS-SEM). It appears that all manifest variables corresponding to latent variables have a reflective measurement model. After the convergence of the algorithm of Partial Lest Square (PLS), the structural path significance test of both inner and outer model is verified by a bootstrap procedure with 1000 subsamples.

VL  - 13
IS  - 1
ER  -

Copy | Download