SOCIAL PRESENCE AND SATISFACTION IN ONLINE PROFESSIONAL DEVELOPMENT FOR PHYSICAL EDUCATION TEACHERS DURING COVID-19: A MOROCCAN CASE STUDY

Abstract

The COVID-19 pandemic has necessitated a rapid shift in teachers’ OPD. Physical education teachers face unique challenges given the highly interactive nature of their subjects. However, few studies have examined how social presence influences satisfaction among this population in online training contexts. This study investigated the relationship between social presence and satisfaction among physical education teachers in Morocco, undertaking online professional development during the pandemic. A survey measured the perceptions of social presence and satisfaction among 723 teachers participating in an 8-week online training course. The relationship between satisfaction and presence was examined using the chi-square test. Significant positive relationships emerged between multiple facets of social presence and key dimensions of satisfaction. The results provide evidence that intentionally cultivating social presence can optimize engagement and outcomes in online professional development for physical education teachers during crises. Findings inform learning improvements by highlighting the need to build social presence. Further research should examine the nuanced causal mechanisms between the aspects of presence and satisfaction over time.

Keywords: social presence, satisfaction, online professional development, COVID-19, teachers, CoI.