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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273


License: CC BY-NC 4.0

Published since 1996

Published 6 times a year

Free of fees
Open Access Journal


Overview of Teachers’ Mental Challenges, Competences, and Readiness to the Transition to Distance Learning in the UAE 184


Moussa N.M.
PhD, Assistant professor, Department Chair of Education, American University in the Emirates, Dubai, UAE

El Khalil N.S.
Bachelor of Educational Psychology & Counseling, American University in the Emirates, Dubai, UAE

The Coronavirus pandemic outbreak has changed numerous life activities. The education sector is one of many sectors that have been heavily impacted by the pandemic. Necessitating a transition to virtual distance learning challenged educators’ adaptation towards using online platforms for teaching and assessment. This study examines (1) teachers’ perception of their competencies and readiness to the online mode of learning in the United Arab Emirates (UAE), (2) teachers’ mental states during the Coronavirus pandemic, and (3) the relationship between teachers’ perception of competencies and their mental states. A Teachers’ Competency Measurement Scale (TCMS) was developed to achieve the purpose of this research study. Data was collected quantitatively from 232 teachers who have teaching obligations for grades K-12 in the UAE. The findings showed that most of the teachers in the UAE feel competent and ready for the transition to the online learning environment. The Correlation Coefficient analysis revealed that there is no relationship between teachers’ perception of competencies and their mental states. Furthermore, the Coronavirus affected teachers negatively.

Keywords: teachers, competency, readiness, e-learning, Coronavirus, mental health, UAE.

Column: Educational Psychology


Acknowledgements. The authors are grateful for the American University in the Emirates for the continuous support.

Received: 22.05.2021

Accepted: 25.11.2021

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