College Teachers Caring of Students during Online Learning- A Perception Study
Parthasarathi Rout
*
Department of Education, Central University of Punjab, India.
Subash Giri
Department of Education, F.M University, India.
Ashis Dash
Department of Education, F.M University, India.
*Author to whom correspondence should be addressed.
Abstract
The COVID-19 pandemic created an unprecedented global shift from traditional classroom teaching to online learning, reshaping not only pedagogy but also the teacher–student relationship. One critical yet underexplored dimension of this transition is teacher caring, which encompasses empathy, support, and responsiveness. Rooted in Nodding’s’ ethic of care, teacher caring is considered central to fostering faith, motivation, and engagement in students. While physical classrooms allow natural expressions of care through dialogue, mentorship, and emotional presence, online learning settings challenge these interactions, necessitating new approaches to sustain relational and academic support. The present study investigates college teachers’ perceptions of teacher caring during online learning in the Balasore district of Odisha, India. Using a descriptive survey method, data were collected from 96 teachers across three-degree colleges. The sample comprised 54 males and 42 female teachers, including 38 from Science and 58 from Arts streams. A self-constructed five-point perception scale on teacher caring was employed, and the data were analysed using percentage analysis, mean, standard deviation, and t-tests with the aid of IBM SPSS. Findings revealed mixed perceptions regarding teacher caring. While many teachers acknowledged the importance of engaging students, supporting assignments, encouraging group work, and responding positively to queries, a substantial proportion remained undecided or showed less favourable attitudes. Statistical analysis showed a significant difference between male and female teachers’ perceptions, with male teachers reporting higher mean scores of caring compared to female teachers. Conversely, no significant difference was found between Arts and Science teachers’ perceptions. The study concludes that teacher caring was a notable feature of online education during the pandemic, though perceptions varied by gender. Integrating caring practices into digital pedagogy is essential for promoting student well-being, inclusivity, and resilience in future online learning environments.
Keywords: Covid-19, teacher caring, online learning, motivation, teacher–student relationship, mentorship, emotional presence