The closed-ended questionnaire consisted of 19 items of socio-emotional DE characteristics, measured in a 5-point bipolar format. Methodology: The study used a mixed-method research design with closed-ended and open-ended questions on a sample of 845 teachers of primary and secondary education in Greece. The study also investigates differences between primary and secondary education, teaching disciplines, and the role of individual factors like gender, age, and experience. This study focuses on the examination of the socio-emotional characteristics of distance education as perceived by primary and secondary education teachers in Greece. Studies also recognized online teaching barriers including difficulties in communication and interaction with students. Recent evidence certifies an increase in mental health issues like stress and load. Background: The transition to emergency distance education had a large socio-emotional impact on teachers. The examined characteristics include perceived joy, stress, effort/fatigue, isolation, inclusiveness, and collaboration/interaction. Aim/Purpose: The study examines the teachers' perceptions towards a set of socio-emotional characteristics of distance education (DE) in primary and secondary schools during the COVID-19 pandemic.
