The Covid-19 pandemic coerced the closure of most schools around the world and forced teachers and students to change teaching and learning methods. Emergency Remote Teaching (ERT) generated consequences to teachers and students in terms of learning outcomes and personal well-being. This study focuses on teachers’ individual and working environment well-being in ERT conditions and intends to explore which factors related to the provision of digital equipment and the implementation of digital strategies by schools explain the school effect on both typologies of well-being during the Covid-19 emergency. To do so, data collected in the Responses to Educational Disruption Survey (REDS) across three countries were used, and a two-step analysis was conducted. A first step involves the use of linear mixed effect models to assess the school effect on teachers individual and working environment well-being. In the second step Regression Trees (RT) are used to investigate which factors and policies related to digital tools explained the identified school effects. The results show that schools and countries played a role in determining teachers perceived well-being during the Covid-19 disruption, in particular the school level explains more than 7% of the work environment well-being and 8% of individual one. In the second step of the analysis results show that a high positive effect on school environment well-being is observed when the school’s activity is not influenced by policies limiting the use of online tools and when teacher’s readiness for remote teaching, like the development of technical skills and the provision of internet access and digital devices, is met. To the best of our knowledge, this is the first study that evaluates the impact of digital tactics and instruments provided by schools on teachers’ well-being on a large scale.

中文翻译：

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校外教学：在 Covid-19 紧急情况下，学校数字支持会影响教师的健康吗？

Covid-19 大流行迫使全球大多数学校关闭，并迫使教师和学生改变教学方法。紧急远程教学 (ERT) 在学习成果和个人福祉方面对教师和学生产生了影响。本研究的重点是教师在 ERT 条件下的个人和工作环境幸福感，旨在探讨哪些与数字设备的提供和学校实施数字战略相关的因素解释了学校在 ERT 期间对两种幸福感类型的影响。 Covid-19 紧急情况。为此，我们使用了在三个国家的教育中断调查 (REDS) 响应中收集的数据，并进行了两步分析。第一步涉及使用线性混合效应模型来评估学校对教师个人和工作环境福祉的影响。在第二步中，回归树 (RT) 用于调查哪些与数字工具相关的因素和政策解释了已确定的学校影响。结果表明，在 Covid-19 中断期间，学校和国家/地区在确定教师感知幸福感方面发挥了作用，尤其是学校层面解释了 7% 以上的工作环境幸福感和 8% 的个人幸福感。在分析结果的第二步中，当学校的活动不受限制使用在线工具的政策的影响以及教师准备好进行远程教学时，观察到对学校环境福祉的高度积极影响，例如技术技能的发展以及互联网接入和数字设备的提供，都得到了满足。据我们所知，这是第一项大规模评估学校提供的数字策略和工具对教师福祉的影响的研究。