Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 11 no. 7 (2023)

Transitioning to Full Face-To-Face Instruction: Challenges Met, Coping Mechanisms and Teacher’s Mental Health and Well-Being

Ma. Dencel Ausa

Discipline: Education

 

Abstract:

This study mainly focused on teachers’ challenges, coping mechanisms, and mental health during transitioning of full face-to- face classes in education, and deal with the most critical information needed in providing safety for teachers and quality education to students.This study used descriptive correlational survey. The study was conducted at San Andres District, San Andres, Quezon, during this school year 2022-2023. It was limited to the participation of 219 schoolteachers as respondents.The findings reveal that most teachers are Millennials, 26-41 years old, female, married, and have Baccalaureate educational qualifications. They need help designing activities based on the needs of their students during the transition from modular to in-person classes. Social support, positive well-being, openness to change, and job awareness are all important factors in the success of teachers. Emotional Wellbeing of teachers during the transition was found to have high levels of anxiety, stress, and depression. Professional learning that targets the teacher's social well-being should reduce stress and burnout. The relationship between the level of teacher's mental health and the Challenges met by the teachers is partially sustained, so the null hypothesis is accepted. The relationship between the level of teacher's mental health and the coping mechanisms utilized during the transition to full face-to-face classes is partially sustained, therefore the null hypothesis is accepted. Recommendations were advanced to address the challenges faced by Gen-X teachers in terms of utilizing technology, designing, and implementing a continuous program for face-toface classes, and presenting the results to the school head for intervention programs.



References:

  1. Aguinaldo, B. E. "Developing and Applying TPACK forBlended Learning Environment: A Rural Higher Education Experiences in the Philippines." The Countryside Development Research Journal, vol. 4, pp. 27-35, 2016.
  2. Akour A, al-Tammemi A’B, Barakat M, Kanj R, Fakhouri HN, Malkawi A, et al. The impact of the COVID-19 pandemic and emergency distance teaching on the psychological status of university teachers: a cross-sectional study in Jordan. Am J Trop Med Hyg. 2020;103(6):2391–9.
  3. Alves, R., Lopes, T., & Precioso, J. (2021). Teachers’ well-being in times of Covid-19 pandemic: factors that explain professional well-being. International Journal of Educational Research and Innovation, 15, 203–217
  4. Asmundson, G. J. G., and Taylor, S. (2020). Coronaphobia: fear and the 2019-nCoV outbreak. J. Anxiety Disord. 70:102196. doi: 10.1016/j.janxdis.2020.102196
  5. Author, G. (2015). Making The Most of Millennial Teacher Mindsets. Getting Smart. https://www.gettingsmart.com/2015/02/15/making-millennial-teacher-mi
  6. Bagood, J. B. (2020). Teaching-learning modality under the new normal. Philippine Information Agency. https://pia.gov.ph/features/articles/1055584
  7. Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources model: State of the art. Journal of Managerial Psychology, 22, 309–328.
  8. Bakker, A. B., Demerouti, E., & Euwema, M. C. (2005). Job resources buffer the impact of job demands on burnout. Journal of Occupational Health Psychology, 10, 170– 180.
  9. Bernardo, J. (2020, July 30). Modular Learning most preferred parents: DepEd. ABS-CBN News.            https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-parentsdepedFlipScience.
  10. Bergdahl N, Nouri J. (2020). Covid-19 and crisis-prompted distance education in Sweden. Technology. Knowledge and Learning.; 1–17. (https://doi.org/10.1007/s10758- 020-09470-6)
  11. Bryan, A., Volchenkova, K. N. "Blended Learning: Definition, Models, Implications for Higher Education." Bulletin of the South Ural State University. Ser. Education. Educational Science, vol. 8, no. 2, pp. 24-30, 2016. DOI:10.14529/ped160204.
  12. Buchner A, Majchrzak M, Wierzbicka M. Edukacja zdalna w czasie pandemii. Edycja I. Raport z badań. Warszawa: Fundacja Centrum Cyfrowe; 2020 [cited 2021 Feb 10]. https://centrumcyfrowe.pl/ edukacja-zdalna-w-czasie-pandemii-1-edycja/
  13. Cabristante, R. "Blended Learning: Can Teachers Adjust?" https://newsinfo.inquirer.net/1289586/blended-learning-can-teachers-adjust.  (accessed July 28, 2020).
  14. Castelo, M. "Understanding Blended Learning: What District Need to Know. " https://edtechmagazine.com/k12/k12/higher/article/2020/07/understanding-blended-learning-what-districts-need-knowperfcon. (accessed July 30, 2020).
  15. Castroverde, F., Acala,M. (2021). Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic. Leyte Normal University, Philippines. International Journal of Research Studies in Education 2021 Volume 10 Number 8, 7-15
  16. Cilliers, E. J. (2021, January). Reflecting on social learning tools to enhance the teaching- learning experience of generation Z learners. In Frontiers in education (Vol. 5, p. 286). Frontiers.
  17. Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G., & Decano, P. (2017). Promoting secondary teachers’well-being and intentions to implement evidence- based practices: randomized evaluation of the achiever resilience curriculum. Psychology in the Schools, 54(1), 13-28.
  18. Dangle, Y. R. P., & Sumaoang J. D. (2020). The implementation of modular distance learning in the Philippine secondary public schools. 3rd International Conference on Advanced Research in Teaching and Education. https://www.dpublication.com/abstract-of-3rd-icate/27-427/
  19. Damanik, P. (2020, April 22). Ensuring psychosocial wellbeing of teachers and students in Indonesia. UNVolunteer Journal. April 22, 2020. https://www.unv.org/Success-stories/Ensuring-psychosocial-wellbeing-teachers-andstudents-Indonesia
  20. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied   Developmental            Science,          24(2),   97-140. https://doi.org/10.1080/10888691.2018.1537791
  21. DEPED Memorandum No. 98, s. 2020. New Schedule and Additional Guidelines on the Conduct of Mental Health and Psychosocial Support Services for the Opening of Classes, School Year 2020-2021.
  22. Department of Education. (2020b). Towards A Sustainable and Working DepEd Commons Part II: A Framework. https://commons.deped.gov.ph/depedcommons- framework.pdf
  23. De Rosales, C. (2020) Instructional Challenges Coping Intervention Readiness of Teachers in the Implementation of Distance Learning Education: Basis for Responsive Educational Management
  24. De Vera, P. 2020. Guidelines on the Prevention, Control and Mitigation of the Spread of Coronavirus Disease 2019 (COVID-19) in Higher Education Institutions. https://ched.gov.ph/wp-content/uploads/CHED-HEI-COVID-19-Advisory_ No.5_15Mar2020.pdf  (accessed on 6 June 2021)
  25. Dziuban, C., Graham, C. R., Moskai, P. D., Norberg, A., Sicilia, N. "Blended Learning: The New Normal and Emerging Technologies." International Journal of Educational Technologies in Higher Education, vol. 15, no. 3, 2018.
  26. Education World, Inc. "Research on the Benefits of Blended Learning Consistently Inclusive. " https://www.educationworld.com/a_news/research-benefitsblended-learning-k-12-students-consistently-inconclusive-789817530.  (accessed May 30,2020.).
  27. Esquerra, D. J. "Brione: Philippines used to Blended Learning." https://newsinfo.inquirer.net/1288063/briones-philippines-used-to-blended-learning. (accessed April 29, 2020).
  28. Facharzt, N. M., Abos, K. K. I., Algaide, S., Heissam, K., Zolaly, M. A. "Blended Learning as an Effective Teaching and Learning Strategy in Clinical Medicine: A Comparative Cross-sectional University-based Study." Journal of Taibaj University Medical   Science,   vol.   8,   no.   1,   pp.   12-17,   2013. http://dx.doi.org/10.1016/j.jtumed.2013.01.002.
  29. FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help ensure successful modular distance learning. FlipScience - Top Philippine Science News and Features for the Inquisitive Filipino. https://www.flipscience.ph/news/features- news/tagapagdaloymodular-distance-learning/
  30. Ghauri, P., Gronhaug, K., 2005. Research Methods in Business Studies. Harlow, FT/Prentice Hall.
  31. Granthorn, P&A. (2020). What will schools look like under the 'new normal'? https://www.grantthornton.com.ph/insights/articles-and-updates1/from-where-we-sit/whatwill-schools-look-like-under-the-new-normal/
  32. Graham, C. R. "Current Research in Blended Learning." In M. G. Moore and W. C. Diehl (Eds), Handbooks of Distance Learning (4th, 2019, pp. 173-188). New York NY: Routledge.
  33. Gorsy, C., Panwar, N., & Kumar, S. (2015). Mental health among government school teachers. The International Journal of Indian Psychology, 3(1), 10.
  34. Hart, C. (2020) Coaching for Teacher Resilience during COVID-19, Research Triangle Institute International. https://www.rti.org/insights/coaching-teacher-resilience-duringcovid-19-burnout-and-trauma
  35. Hidalgo-Andrade, P., Hermosa-Bosano, C., & Paz, C. (2021). Teachers’ mental health and self-reported coping strategies during the COVID-19 pandemic in Ecuador: A mixed-methods study. Psychology research and behavior management, 14, 933.
  36. Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20 (2), 90–100. https://doi.org/10.1177/1098300717732066.
  37. Hernando-Manlipot, M. "DepEd starts Test Airing of TV, Radio Episodes for Blended Learning. https://mb.com.ph/2020/08/11/deped-starts-test-airing-of-tv-radio-episodes-forblended-learning/ . (accessed July 14, 2020.)
  38. Hubackova, S., and Semradova, I. "Evaluation of Blended Learning." Procedia – Social and Behavioral       Science,          vol.      217,     pp.       551-557,          2016.
  39. doi:10.1016/j.abapro.2016.02.044.
  40. International Enclopedia of Human Geography (2009). Questionnaire Survey. https://doi.org/10.1016/B978-008044910-4.00504-6
  41. Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology. https://doi.org/10.1108/02683940510579803.
  42. Johnson, N., List-Ivankovic, J., Eboh, W. O., Ireland, J., Adams, D., Mowatt, E., Martindale, S. "Research and Evidence-based Practice: Using a Blended Approach to Teaching and Learning in Undergraduate Nurse Education." Nurse Education in Practice, vol. 10, pp. 43-47, 2010. Doi:10.1016/j.nepr.2009.03.2012.
  43. Jokinen, P., Mikkonen, I. "Teacher's Experiences of Teaching in a Blended Learning Environment."            Nurse  Education        Practice,          vol.      13,       pp.       524-528,          2013. http://dx.doi.org/10.1016/j.nepr.2013.03.014
  44. Jorge, C. "Ph Education and the New Normal." https://opinion.inquirer.net/129286/ph- education-and-the-ne w-normal. (accessed May 27, 2020).
  45. K12 Philippines. "An Overview of the New Kto12 Curriculum in the Philippines. " http://k12philippines.com/an-overview-of-the-new-k-to-12- curriculum-in-the- philippines/. (accessed April 12, 2020).
  46. Kaur, M. "Blended Learning - Its Challenge and Future." Procedia- Social and Behavioral Science, vol. 93, pp. 612-617, 2013. Doi.10.1016/j.sbspro.2013.09.248.
  47. Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching.Journal of Pedagogical Research, 4, 444–452.
  48. Ketchell,          M.        (2018)  The      hidden threat   of teacherstress,Theconversation https://theconversation.com/the-hidden-threat-of-teacher-stress-92676
  49. Kim, L. E., & Asbury, K. (2020a). The impact of COVID-19 on education: Research evidence from interviews with primary and secondary teachers in England (pp. CIE0365).            London:TSO. https://committees.parliament.uk/writtenevidence/9038/pdf/
  50. Kim, L. E., Oxley, L., Asbury, K. (2020). My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-
  51. 19        pandemic.       Department     of         Education,       University        of         York,   UK. DOI:10.1111/bjep.12450
  52. Koçoğlu, E., Tekdal D. (2020). Analysis of distance education activities conducted during COVID-19 pandemic. Department of Social Studies Education, Faculty of Education, University of Inonu, Turkey.
  53. Korkmaz, M. (2005). The effect of emotions and leadership styles on teacher's performance. Educational Administration: Theory and Practice, 11(3), 401- 422.
  54. Kozak, M. A. &Genç, V. (2014). The importance of emotion management emerging for the prevention of resistance in the change process: A perspective for Service Businesses. Journal of Economics and Management Sciences, 1(2).
  55. Kraft, M. A., Simon, N. S., & Lyon, M. A.. (2020). Sustaining a sense of success: The importance of teacher working conditions during the COVID-19 pandemic. (EdWorkingPaper: 20-279). Annenberg Institute at Brown University. Retrieved from https://doi.org/https://doi.org/10. 26300/35nj-v890
  56. Lazarus Richard. S. (1996; Lazarus, Richard and Folkman Susan . (1984) Motivation and Emotion / Book/2013/Transactional Model of Stress and Coping. https://techniumscience.com/index.php/books/article/view/3752
  57. Leite, H., Hodgkinson, I. R., & Gruber, T. (2020). New development: ‘Healing at a distance’—telemedicine and COVID-19. Public Money & Management. https://doi.org/10.1080/09540962.2020.1748855\
  58. Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y. Yan, W. "The Effectiveness of Blended Learning in Health Profession: Systematic Review and Meta-Analysis." Journal of Medical Internet Research, vol. 18, no. 1, e2, 2016. DOI:10.2196/jmir.4807.
  59. McCutcheon, K., O'Halloran, P., Lohan, M. "Online Learning versus Blended Learning of Clinical Supervisee Skills with Pre-registration Nursing Students: A Randomized Controlled Trial." International Journal of Nursing Studies, vol. 28, pp. 30-39, 2018. https://doi.org/10.1016/j.ijnurstu.2018.02.005.
  60. Markow, D., Macia, L., & Lee, H. (2013). The metlife survey of the american teacher: Challenges for school leadership. New York, NY: Metropolitan Life Insurance Company. https://www.metlife.com/content/dam/microsites/about/corporate-profile/MetLife-Teacher-Survey-2012.pdf.
  61. Mercadejas (2022) Coping Mechanism of Teachers in Facilitating Blended Learning Under the New Normal: Basis for Proposed Intervention Program
  62. McCombes, S. 2020. When to use a descriptive research design. https://www.scribbr.com/methodology/descriptive-research/
  63. Morales, I. "Blended Learning: Education beyond the Classroom." https://rappler.com/life-and-style/blended-learning-education-beyond-the-classroom . (accessed April 25, 2020).
  64. Nicomedes, C. J., Avila, R. M., Arpia, H. M. (2020). The lived experiences of Filipino front liners during COVID-19 outbreak. https://doi.org/10.13140/RG.2.2.21221.35046/1
  65. Newey, M. "The Impact of a Blended Learning Approach." https://elearningindustry.com/blended-learning-approach-impact . (accessed April 23, 2020).
  66. Nyambongi, P. (2014). Causes of Stress among Teachers in Public Secondary Schools: A Case of Public Secondary. https://www.semanticscholar.org/paper/Causes-of-Stress-amongTeachers-in-Public-SecondaryNyambongi/4031b7a22326113dedda6e74a9198549221d454c?p2df
  67. OECD (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. Paris: OECD Publishing
  68. O'Neil,H.F.; cited in Coon, D.; Mitterer, J.O. (2008). Introduction to psychology: Gateways to mind and behavior (12th ed., pp. 15–16). Stamford, CT: Cengage Learning.
  69. Ozamiz E. N., Idoiaga M. N., Dosil S. M., Picaza G. M. (2020). Psychological symptoms during the two stages of lockdown in response to the covid-19 outbreak: an investigation in a sample of citizens in northern Spain. Front. Psychol. 11:1491 10.3389/fpsyg.2020.01491
  70. Pajarianto, H. et al. (2020). A study from Home in the Middle of the COVID-19Pandemic: Analysis of Religiosity, Teacher, and Parents Support Against Academic Stress. https://www.researchgate.net/publication/341805032_Study_from_Home_in_the_Middle_of_the_COVID19_Pandemic_Analysis_of_Religiosity_Teacher_and_Parents_Support_Against_Academic_Stress
  71. Patel V, Saxena S, Lund C, Thornicroft G, Baingana F, Bolton P, et al.  The Lancet Commission on global mental health and sustainable development. Lancet 2018;392(10157):1553 − 98. http://dx.doi.org/10. 1016/S0140-6736(18)31612-X.
  72. Pertuz, S., & Sebastian, K. (2017). Managing Stress During Distance Learning: How Faculty       Can            SupportTheirStudents. https://www.ubalt.edu/aboutub/officesandservices/deanofstudents/pdf/JED%20Webinar%20Slides%20%20Managing%20Stress%20During%20Distance%20Learning.pdf
  73. Pietromonaco PR, Overall NC (2020). Applying relationship science to evaluate how the COVID-19 pandemic may impact couples’ relationships. American Psychologist. Advance online publication. (https://doi.org/10.1037/amp0000714) PMID: 32700937
  74. Polat, S., Çelik, Ç., & Okçu, Y. (2019). School administrators’ perspectives on teachers from different generations: SWOT analysis. SAGE Open, 9(3), 2158244019861499.
  75. Purwanto A, Asbari M, Fahlevi M, Mufid A, Agistiawati E, Cahyono Y, et al. (2020). Impact of Work from Home (WFH) on Indonesian Teachers Performance During the Covid-19 Pandemic: An Exploratory Study. International Journal of Advanced Science and Technology. 29(5): 6235–6244.
  76. Quinones, M. T. (2020, July 3). DepEd clarifies blended, distance learning modalities for SY            2020-   2021.   Philippine         Information      Agency. https://pia.gov.ph/news/articles/1046619
  77. Rabacal, Judith S., Ryan Michael Oducado, and Khen A. Tamdang. 2020. COVID-19 impact on the quality of life of teachers: A cross-sectional study. Asian Journal for Public Opinion Research 8: 1–11.
  78. Rajkoomar, M., Raju, J. "A Framework Using Blended Learning for Innovative Teaching and Learning." Research and Reviews: Journal of Educational Studies, vol. 2, no. 3, pp. 1-9, 2016.
  79. Ragel R.(2020) Teachers Educational Qualification in the New PPST Guidelines, University of Saint Anthony, Unpublished Thesis.
  80. Robosa, Joseph, Nina E. Paras, Lhyza Perante, Trizhia Alvez, and Jhoselle Tus. 2021. The experiences and challenges faced of the publicschool teachers amidst the COVID-19 pandemic: A phenomenological study in the Philippines. International Journal of Advance Research and Innovative Ideas in Education 7: 1342–61.
  81. Rodriquez,       A.         R.        "DepEd            Adopts Blended           Learning. https://pia.gov.ph/news/articles/1044284 . (accessed July 27, 2020).
  82. Romero,          S.         E.         "Embracing     Blended           Learning." https://opinion.inquirer.net/130355/embracing-blended-learning . (accessed June 20, 2020).
  83. Ronda, R. A. "DepEd cites Blended Learning Fund Sources." https://www.philstar.com/nation/2020/07/14/2027753/deped-cites-blended-learning-fund-sources .(accessed July 23, 2020).
  84. Sari, I. F., Rahayu, A., Apriliandari, D. I., Sulisworo, D. "Blended Learning: Improving students' Motivation in English Teaching and Learning Process." International Journal of Languages Education and Teaching, vol 6, no. 1, 2018.
  85. Schaffhauser, Dian. 2020. Educators Feeling Stressed, Anxious, Overwhelmed and Capable. Available online: https://thejournal.com/articles/2020/06/02/survey-teachers-feeling-stressed-anxious-overwhelmed-and-capable.aspx (accessed on 6 July 2021).
  86. Serina, J. H. P. "21st-century Teachers on K12 Basic Education Program. " https://www.depedmalaybalay.net/info/21st-century-teacher s-on-k-12-basic- education-program.html. (accessed April 20, 2020).
  87. Shih, R. C. "Blended Learning using Video-based Blogs: Public Speaking for English as a Second Language Students." Australasian Journal of Educational Technology, vol. 26, no.6, pp. 883-897, 2010.Doi: https://doi.org/10.14742/ajet.1048.
  88. Singer, F. M., Stoicescu. "Using Blended Learning as a Tool to Strengthen Teaching Competence." Procedia – Computer Science, vol 3, pp. 1527-1531, 2011. doi:10.1016/j.procs.20 11.01.043.
  89. Snyder CR, Lopez SJ, Pedrotti JT (2011). Positive psychology: the scientific and practical explorations   of   human   strengths.   SAGE. ISBN 978-1-4129-8195-
  90. 8. OCLC 639574840
  91. Soler, R., Soler, J. R., Araya, I. "Subjects in the Blended Learning Model Design. Theoretical-methodological Elements." Procedia – Social and Behavioral Sciences, vol. 237, pp. 771-777, 2017. doi:10.1016/j.sbspro.2017.02.120.
  92. Sutton, R. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education,7 (4), 379 398.
  93. Talidong & Toquero, (2020). Philippine Teachers’ Practices to Deal with Anxiety amid COVID-19. International Perspectives on Stress & Coping. Volume 25, 2020 -
  94. Issue    6-7:      Loss     and      Trauma           in         the       COVID-19       Era.     Retrieved        from: https://doi.org/10.1080/15325024.2020.1759225
  95. Tesini BL (2020). Coronaviruses and Acute Respiratory Syndromes (COVID-19, MERS, and SARS) Coronaviruses and Acute Respiratory Syndromes (COVID-19, MERS, and            SARS). https://www.msdmanuals.com/professional/infectiousdiseases/respiratoryviruses/coronaviruses-and-acute-respiratorysyndromes-COVID-19,-mers,-and-sars (Erişim Tarihi: 18.05.2020).
  96. Tupas, F. P., & Matsuura, T. (2019). Moving forward in stem education, challenges and innovations in senior high school in the Philippines: The case of Northern Iloilo polytechnic state college. Jurnal Pendidikan IPA Indonesia, 8(3), 407-416.
  97. Tupas, F. P., Matsuura, T. "Comparative Studies of Science Education Curricula between Japan and the Philippines." The Journal of the School Education Society of Hakodate, vol. 16, pp. 13-22, 2011.
  98. UNESCO (2020d). COVID-19 Webinar: A New World for Teachers, Education’s Frontline Workers            -           COVID-19       Education        Webinar           #2.       Available         online   at: https://en.unesco.org/news/covid-19-webinar-new-world-teacherseducations- frontline-workers-covid-19-education-webinar-2  (accessed June 5, 2020)
  99. University of Pennsylvania (2016). Teacher Stress and Health: Effects on Teachers, Students, and Schools. Robert Wood Johnson Foundation. https://www.prevention.psu.edu/uploads/files/rwjf430428.pdf
  100. Villamor,          M.        "School            Opening          move   to         October           5. https://www.sunstar.com.ph/article/1866934/Manila/LocalNews/School-opening- moved-to-October-5.
  101. Wikipedia (2021). Psycology. https://en.wikipedia.org/wiki/Psychology#cite_note-O'Neil-4 Wilder, S. Effects of parental involvement on academic achievement: A meta-synthesis. Educ. Rev. 2014, 66, 377–397. [CrossRef] World Mental Health Day: An opportunity to kick-start a massive scaleup in investment in mental health. WHO News Release, 27August 2020. https://www.who.int/news-room/detail/27-08-2020-world-mental-health-day-an-opportunity-to-kick-start-a-massive-scaleup-in-investment-in-mental-health . [2020-10-05].
  102. World Health Organization. (2020, March 18). Mental health and psychosocial considerations during the COVID-19 outbreak. https://www.who.int/docs/default- source/coronaviruse/mental-health-considerations.pdf
  103. World Health Organization (2018). Mental health: Strengthening our response. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response
  104. Wyman,O.(2020).Educationinthenewnormal:EducationleadershipresponsetoCOVID19. http://oliverwyman.com/content/dam/oliverwyman/v2/publications/2020/jun/Education_In_The_New_Norma.pdf
  105. Zhang,S.X.,Wang,Y.,Rauch,A.,andWei,F.(2020).Unprecedenteddisruptionoflivesandwork:Health,distressandlifesatisfactionofworkingadultsinChinaonemonthintotheCOVID-19outbreak.PsychiatryRes.288:112958.doi:10.1016/j.psychres.2020.112958
  106. ZhouL,LiF.(2020).AreviewofthelargestonlineteachinginChinaforelementaryandmiddleschoolstudentsduringtheCOVID-19pandemic.BestEvidenceofChineseEducation.2020;5(1):549–567.
  107. ZhouX,YaoB(2020).Socialsupportandacutestresssymptoms(ASSs)duringtheCOVID19outbreak:decipheringtherolesofpsychologicalneedsandsenseofcontrol.European            Journal            of            Psycho traumatology. 11(1):1779494. (https://doi.org/10.1080/200081982020.1779494)PMID:33062202

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic