Factors associated with satisfaction and difficulties in emergency remote teaching among Brazilian university professors
DOI:
https://doi.org/10.33871/nupem.2026.18.44.10166Palavras-chave:
Digital technology, occupational health, universitiesResumo
This study identified factors associated with satisfaction and difficulties during emergency remote teaching among professors at Brazilian higher education institutions. Data were collected using a structured electronic questionnaire addressing perceptions of remote teaching during the COVID-19 pandemic. Logistic regression analyses were performed. A total of 428 professors participated in the study, of whom 57.5% reported dissatisfaction and 63.3% experienced difficulties transitioning to remote teaching. The study highlights that favorable attitudes, such as positive expectations (OR=7.14; 95%CI: 4.33-11.8) and willingness to change (OR=3.73; 95%CI: 2.17-6.43), were the main factors associated with satisfaction. Lack of technical skills (OR=3.78; 95%CI: 2.13-6.70), inability to track student engagement (OR=2.51; 95%CI: 1.58-3.99), and female gender (OR=1.82; 95%CI: 1.14-2.88) were the main factors associated with difficulties related to remote teaching. This paper may contribute to the development of public policies and the promotion of actions by educational institutions.
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Copyright (c) 2026 Maria Isabel Triches, Renata Gonçalves Mendes, Jaber Saud Alqahtani, Tatiana de Oliveira Sato
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
