Teacher Professional Development & Well-being in the Era of Hybrid and Remote Instruction: Challenges, Opportunities, and Pathways Forward

Abstract

The COVID-19 pandemic caused an immediate shift to remote and hybrid education, which in turn radically changed the needs and well-being outcomes of teacher professional development. This review paper reviews the current literature on teacher professional development (TPD) in hybrid and remote environments, explores the effects of mental health and well-being on teachers, and approaches to evidence-based solutions, which would help to provide quality instruction online and in a hybrid setting, long-term. Results have shown that educators had significant stress, burnout, and emotional exhaustion with high pedagogical requirements when engaging in emergency remote teaching (ERT). Although a portion of the teachers gained new digital abilities and learned new pedagogical prospects, a large number of the educators had difficulties with technology and professional seclusion and incompetence. The review has found that effective TPD in online and hybrid instruction involves key factors such as integrated systemic practices, communities of practice, technology training coupled with development of pedagogy, and organizational support that ensures the well-being of teachers. To proceed, the education system needs to find the balance between technological skills acquisition and humanistic aspects of instruction, taking the emotional and psychological needs of teachers as the key to sustainability of good hybrid and distance teaching.

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