Cognitive, affective and environmental factors predict the educational styles of teachers in online classes in French universities during Covid-19 lockdown

This is the authors' abstract. We don't add key points for this paper.

Sanitary restrictions during the COVID-19 pandemic implied that (i) the level of stress, anxiety and depression increases among populations; and (ii) teaching in schools and universities held online. This study examines the impact of stress, anxiety and depression, as well as the perceived social support, on the educational strategies employed by university teachers during online classes. An online survey has been filled by 287 teachers in French universities. Teachers reported their levels of stress, anxiety, depression and social support during health restrictions, their demographic variables, housing and remote working conditions, and their teaching style in remote education. Participants who reported having more social support, less teaching experience, and being female reported having more structured teaching strategies. Implications are discussed on (i) public health decisions and their impact on the quality of higher education and (ii) strategies to enable teachers to adapt their teaching styles.