The impact of a groupware lesson planning system on teachers' well-being
DOI:
https://doi.org/10.54343/reiec.v20iEspecial.529Resumen
This study addresses the issue of teachers’ well-being in the context of lesson planning activities, which are often characterized by professional isolation, workload overload, and limited use of collaborative technologies. The objective of the research was to analyze how a collaborative lesson planning groupware system impacts teachers’ perceived well-being, considering the domains of affect, community, and work. A mixed-methods approach was adopted, grounded in the design science research paradigm. The participants were 30 public school teachers from the state of Pernambuco, Brazil, who interacted with a high-fidelity groupware prototype and completed a well-being questionnaire based on the IEEE P7010-2020 standard, in addition to performing tasks using the think-aloud protocol. The results indicate that the use of groupware elicited predominantly positive affects, such as happiness and calmness, enhanced teachers’ sense of belonging to a professional community, and increased perceptions of productivity and job satisfaction. Although negative affects were identified, they were not predominant. The study concludes that collaborative lesson planning supported by groupware can significantly contribute to teachers’ well-being by reducing professional isolation, fostering collaboration, and optimizing pedagogical work processes.
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Derechos de autor 2025 Leandro Marques Queiros, Aluisio José Pereira, Rosane Maria Alencar da Silva, Alex Sandro Gomes
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