MENTAL LOAD AND EXPERIENCES IN DISTANCE LEARNING FOR SCHOOL TEACHERS DURING THE COVID-19 PANDEMIC AND DURING THE RETURN TO POST-PANDEMIC FACE-TO-FACE TEACHING PERIOD

Abstract

The present study focuses on the perceived mental workload in forced teleteaching, during the COVID-19 pandemic and during the return to face-to-face teaching period. It delves into the experiences and experiences of Chilean schoolteachers during both periods. The perceived mental load was evaluated through the NASA-TLX, and semi-structured interviews were carried out focused on the experiences of teaching during both scenarios, considering a convenience sample of 17 schoolteachers. Results of mental load evaluation through the NASA-TLX show high levels for both periods. Important differences regarding factors that affect the perceived mental load, were evidenced within the sample in both teaching modality. Discourses contents raised through the interviews are in line with those reported in the literature, shedding light on the specific demands that operate on workload perceptions. Based on these results, limitations and scope of the teaching modalities considered are discussed.