A study on the types of perceptions of secondary school teachers regarding online classes: Focusing on the cases of teachers in the Chungnam region

Objectives The purpose of this study is to analyze secondary school teacher’s subjective perceptions of online classes through the Q methodology and to categorize the results. Methods In this study, data were collected through literature review and individual surveys. From the collected data, 138 Q-populations were extracted using literature and in-depth interview data, and 31 Q-samples were established through an expert review process. Subsequently, a P-sample of 30 secondary school teachers from the Chungnam region was organized, and Q-sorting was conducted. Results The Q-sorting data were analyzed using the PQ Method program, resulting in the identification of four perception types. Conclusions Type A is a ‘limitation-aware type that focuses on problems.’ This type perceives online classes negatively and prefers maintaining the existing face-to-face class format. Type B is a ‘proactive coping type that affirms the effectiveness’, and this type is a type that recognizes the positive aspects of online classes and requires further activation of online classes. Type C is a ‘capacity development type that prioritizes teacher ability.’ This type does not deny the advantages of online classes, but finds it difficult to develop the competencies necessary for online classes. Type D is a ‘future education type that focuses on development.’ This type recognizes online classes as a major trend in future education and requires students to actively prepare for online classes.