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This study aimed to clarify teachers’ perspectives regarding the future of schools by identifying the impact of COVID-19 on school education through a survey of teachers’ attitudes. Our research covered an overview of the impact of COVID-19 as of autumn 2021 and teachers’ attitudes towards school redesign in the same period, and we investigated whether a relationship exists between the two, through an exploratory analysis. Our results revealed some interesting differences in attitudes among different teacher demographics based on school type, years of teaching experience, and geographical contexts, among other variables. Further, a significant finding was regarding the ambiguous views among teachers observed about returning to the previous school orientation (pre-COVID-19) or adopting the new school orientation (post-COVID-19). We believe that our study makes a significant contribution to the literature because it provides some important insights on specific factors affecting teachers’ attitudes as a result of the impacts of the COVID-19 pandemic, which is essential to plan and implement the pedagogical changes necessary to address the challenges experienced by teachers during the pandemic. Our research also explores and proposes recommendations regarding the important topic of future readiness in education.

Future readiness for redesigning school education from the impacts of Covid-19 on school teachers in Japan: a case of teachers in Hiroshima