Abstract:
The present study aims to investigate the impact of work-from-home (WFH) factors on the quality of
online teaching by employing the Job Demand-Resources (JD-R) model. The respondents of the study were 112
primary-grade teachers at international schools in the Kurunegala District, Sri Lanka. The primary data was
collected by distributing an organized Google form questionnaire measured on a five-point Likert scale. A total
of 112 completed questionnaires were analyzed using descriptive statistics, correlation, and multiple regression
analysis. The results revealed that training and technical knowledge, suitability of workspace at home, and
technological knowledge significantly impact the quality of online teaching and in contrast, time planning skills
have no significant impact on the quality of online teaching. The study’s theoretical contribution was to uncover
the influential WFH factors which account for the most variation in the quality of online teaching. It was disclosed
that the technological knowledge of teachers accounts for the most variation in the quality of online teaching
among the selected sample of the study. These empirical findings would act as a path guide for school
administrators to make strategies for enhancing the quality of online teaching when arranging future WFH
policies.
