ARCHIVES
VOL. 6, ISSUE 5 (2021)
The role of self-care and emotional intelligence in reducing online teaching fatigue among pre-service teachers
Authors
Kailash Chandra Verma
Abstract
The rapid expansion of digital education, particularly during and after
the COVID-19 pandemic, has significantly transformed teacher education. While
online teaching ensured continuity of academic instruction, it simultaneously
imposed psychological, emotional, and physical challenges on pre-service
teachers. Prolonged screen exposure, limited social interaction, and increased
academic workload have contributed to a growing phenomenon referred to as
online teaching fatigue. The present study examines the role of self-care
practices and emotional intelligence (EI) in reducing online teaching fatigue
among pre-service teachers. Employing a qualitative research design supported
by indicative quantitative data, the study draws on reflective journals,
semi-structured interviews, and observational records from 60 pre-service
teachers. The findings reveal that higher emotional intelligence and consistent
self-care practices significantly enhance emotional regulation, resilience,
motivation, and teaching effectiveness in virtual environments. The study
underscores the need to integrate emotional well-being and self-care frameworks
into teacher education programmers.
Download
Pages:60-61
How to cite this article:
Kailash Chandra Verma "The role of self-care and emotional intelligence in reducing online teaching fatigue among pre-service teachers". International Journal of Academic Research and Development, Vol 6, Issue 5, 2021, Pages 60-61
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.