Navigating the Impact of the Pandemic on Teacher Competencies: A Comparative Analysis Across Economic Contexts Using Pre–and Post-COVID-19 PISA Data

Abstract

The COVID-19 pandemic has provided educational institutions with an opportunity to enhance classroom teaching, empower teachers, and address professional development needs, fostering collaboration across diverse economic contexts. This study investigates the pandemic's impact on teacher competencies, professional development needs, and collaboration using PISA data from 2019 to 2023, involving 128,866 teachers across 24 countries. Teacher competencies in empowerment, management, adaptability, and professionalism were assessed using rating scales. Statistical analyses, including means, t-tests, ANOVA, and Structural Equation Modeling, were conducted to evaluate changes before and after the pandemic. Significant improvements were observed in teachers' competencies, particularly in empowerment, management, and adaptability, with teachers from lowand middle-income countries demonstrating notable gains in fostering student confidence. While professionalism-related needs declined, there was an increased demand for training in teacher-parent cooperation and inclusion. Enhanced collaboration among teachers underscored the value of robust collaborative practices. This study offers a comprehensive analysis of the pandemic's effects on teacher competencies and provides practical insights for improving instructional design and collaboration in education.

Keywords: Teachers Competencies, Lower-middle income countries, Upper-middle income countries, Professional development