Parental Role in Digital Education During COVID-19

Abstract

This study aims to understand the involvement of Indian parents in their children' online classes and the teachers' perception of such support and its impact on teachers' job satisfaction levels through work affect. In the pilot phase, a qualitative study was conducted to understand the parental intervention and the teachers' perception of such support (support/interference). The pilot study paved the way for the second quantitative study. It is posited that for teachers, perceived parental support (PPS) increased job satisfaction (JS) through the mediating role of positive affect (PA), while perceived parental interference (PPI) decreased JS through the mediating role of negative affect (NA). Empirical validation from 150 primary school teachers using SEM partially supported the model. PA did not mediate the relation between PPS and JS. PPI, however, did influence JS through NA. Women teachers reported lesser PA and greater NA. Joint family increased JS and NA while decreasing PA.