Impact of Work-From-Home Factors on Quality of Online Teaching Among Primary Grade Teachers of International Schools in Kurunegala District, Sri Lanka M. R. F. Shafnas1 and A. R. M. I. Ariyapperuma2

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.