Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 9 (2024)

Zooming Into Perspectives: High School Educators as They Adopt to In-person Education

Wealthia Hazel Y. Ramirez | Meloddi Ciasih R. De Leon | Sean Gabriel S. Eligado | Gabrielle Rose A. Ganiban | Gianne Chelsea A. Villa | Joseph A Villarama

Discipline: Education

 

Abstract:

As there are few studies regarding teachers’ insights on online teaching, this study analyzed the adjustments of pandemic teachers shifting from online to in-person teaching methods to gain a deeper comprehension of the situations they experienced. This research conducted a descriptive qualitative case study following a researcher-designed, semi-structured interview with open and close-ended guide questions. Two participants were deduced to be the study participants, who were chosen through purposive sampling. Results revealed that the pandemic caused teachers’ depression and anxiety. Online learning has many drawbacks, as adopting online learning adds more pressure on struggling teachers to balance commitments. Their personal and professional lives collided, hindering their teachers’ effectiveness. Therefore, they learned to develop coping mechanisms to mitigate the stress. They also recognized the benefits of online learning and sought help to improve efficiency, as it helped them to see it from an alternate perspective. Despite the risks associated with COVID-19, they have shown resilience and dedication by positioning innovative teaching methods. As a preliminary exploration into the effects of the pandemic on the academic community, this study underscores continued research and support for educators and students. The commitment and passion demonstrated by these educators deserve recognition and celebration.



References:

  1. Alcontin, T. N. (2021). Philippines teachers’ beliefs on digital teaching competence in post-pandemic recovery: Still prefer online? Journal of Educational Management and Instruction, 1(2), 71–82. https://doi.org/10.22515/jemin.v1i2.4287
  2. Alnajjar, H., Asif, U., Bano, N., Alshammari, F., and Khan, M.A. (2020). Faculty experiences with emergency transition to online teaching amid COVID-19 pandemic in a health science university. La Prensa Medica Argentina, 106(2), 1-5. https://doi.org/10.47275/0032-745x-s2-024
  3. Amiti, F. (2020). Synchronous and asynchronous e-learning. European Journal of Open Education and E-Learning Studies, 5(2), 60-70. https://doi.org/10.46827/ejoe.v5i2.3313
  4. Asmawi, A., & Alam, M. S. (2024). Qualitative research: understanding its underlying philosophies. Forum for Education Studies, 2(2), 1-14. https://doi.org/10.59400/fes.v2i2.1320
  5. Backhaus, I., Hoven, H., Bambra, C., Oksanen, T., Rigó, M., Di Tecco, C., Iavicoli, S., & Dragano, N. (2023). Changes in work-related stressors before and during the COVID-19 pandemic: Differences by gender and parental status. International Archives of Occupational and Environmental Health, 96(3), 421–431. https://doi.org/10.1007/s00420-022-01933-w
  6. Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1–12. https://doi.org/10.1016/j.jsp.2019.10.001
  7. Estrellan, A., Ferrariz, K. J., Lazona, P. A., Madres, V. E., & Estrellan, J. C. (2021). E-learning amidst the pandemic: Teachers’ perspective in the Philippines. ASEAN Journal of Science and Engineering Education, 1(2), 93–96. https://doi.org/10.17509/ajsee.v1i2.33384
  8. Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A., & Darnon, C. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature Human Behaviour, 5(10), 1273–1281. https://doi.org/10.1038/s41562-021-01212-7
  9. Jackaria, P. M. (2022). Elementary teachers’ experiences and instructional challenges during the return to school after the COVID-19 closure in the Philippines. Zenodo (CERN European Organization for Nuclear Research), 2(2), 216-225. https://doi.org/10.5281/zenodo.6955920  
  10. Labra, O., Castro, C., Wright, R., & Chamblas, I. (2020a). Thematic Analysis in Social Work: A Case Study. In IntechOpen eBooks.
  11. Lungu, M. (2022). The Coding Manual for Qualitative Researchers. American Journal of Qualitative Research, 6(1), 232–237. https://doi.org/10.29333/ajqr/12085
  12. Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. International Journal of Indian Psychology, 8(2), 783-793. https://doi.org/10.25215/0802.094
  13. Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic. British Journal of Educational Technology: Journal of the Council for Educational Technology, 52(4), 1357–1376. https://doi.org/10.1111/bjet.13112
  14. Olson, K. (2016). Essentials of qualitative interviewing. In Routledge eBooks.
  15. Orlanda-Ventayen, C. C., & Ventayen, R. J. M. (2021). Stress and depression in the workplace of educators in the Philippines. medRxiv (Cold Spring Harbor Laboratory). https://doi.org/10.1101/2021.04.22.21254017
  16. Platto, S., Xue, T., & Carafoli, E. (2020). COVID19: an announced pandemic. Cell Death & Disease, 11(9), 799. https://doi.org/10.1038/s41419-020-02995-9
  17. Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
  18. Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic Covid-19. Jurnal Penelitian Pendidikan, 20(3), 392–406. https://doi.org/10.17509/jpp.v20i3.29226
  19. Rajashekar, S., & Jain, A. (2023). A Thematic Analysis on “Employee Engagement in IT Companies from the Perspective of Holistic Well-being Initiatives.” Employee Responsibilities and Rights Journal, 36(2), 165–187. https://doi.org/10.1007/s10672-023-09440-x
  20. Roblyer, M. D., Porter, M., Bielefeldt, T., & Donaldson, M. B. (2009). “teaching online made me a better teacher.” Journal of Computing in Teacher Education, 25(4), 121–126. https://doi.org/10.1080/10402454.2009.10784620
  21. Rose, S. (2020). Medical student education in the time of COVID-19. JAMA: The Journal of the American Medical Association, 323(21), 2131–2132. https://doi.org/10.1001/jama.2020.5227
  22. Saldaña, J. (2021). The Coding Manual for Qualitative Researchers (4th ed.). SAGE Publications Ltd.
  23. Santos, J. P. E., Villarama, J. A., Adsuara, J. P., Gundran, J. F., De Guzman, A. G., & Ben, E. M. (2022). Students’ time management, academic procrastination, and performance during online science and mathematics classes. International Journal of Learning, Teaching and Educational Research, 21(12), 142-161. https://doi.org/10.26803/ijlter.21.12.8
  24. Schleicher, A. (2020). The Impact of COVID-19 on Education: Insights from” Education at a Glance 2020”. OECD Publishing.
  25. Suhardi, N. A., Muliati, A., Sakkir, G., & Villarama, J. A. (2023). Increasing Students’ Vocabulary Using Fairy Tales at SMKN 6 Makassar. Journal of Language Learning and Assessment, 1(2), 73–80. http://e-journal.naifaderu.org/index.php/jlla/article/view/101
  26. Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning Qualitative research: design and decision making for new researchers. International Journal of Qualitative Methods, 19, 160940692096717. https://doi.org/10.1177/1609406920967174
  27. Tsegay, S. M., Ashraf, M. A., Perveen, S., & Zegergish, M. Z. (2022). Online teaching during COVID-19 pandemic: Teachers’ experiences from a Chinese university. Sustainability, 14(1), 568. https://doi.org/10.3390/su14010568
  28. Villarama, J. A., Barcelita, K. J. C., Pilien, R. V., & Crisanto, W. A. V. (2024). Padlet: Post-Pandemic Avenue For A More Dynamic Language And Literature Learning Through Enhanced Technology Integration. Issues in Language Studies, 13(1), 304–321. https://doi.org/10.33736/ils.6149.2024
  29. Villarama, J. A., Fabros, B. G., Valdez, M. S., & Adsuara, J. P. (2023). Multitasking language and Mathematics educators: Effects on teaching performance in Hyflex environ. International Journal of Learner Diversity and Identities, 30(2), 455-471. https://ijldi-cgrn.com/wp-content/uploads/2023-30-2-46.pdf
  30. Villarama, J. A., Santos, J. P. E., Adsuara, J. P., Antalan, J. A. A. R., & Gundran, J. F. (2022). What’s on Your Mind? Impact of Online Education on Students’ Mental Wellness. Journal of Education and e-Learning Research, 9(4), 240-248. http://doi.org/10.20448/jeelr.v9i4.4243
  31. Villarama, J. A., Santos, J. P. E., Adsuara, J. P., Gundran, J. F., & Castillo, M. E. G. C. (2022). Through the lens of virtual students: Challenges and opportunities. International Journal of Learning, Teaching and Educational Research, 21(10), 109-138. https://doi.org/10.26803/ijlter.21.10.6
  32. Wu, S.-Y. (2021). How teachers conduct online teaching during the COVID-19 pandemic: A case study of Taiwan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.675434.
  33. Zhou, J., Yuan, X., Huang, H., Li, Y., Yu, H., Chen, X., & Luo, J. (2021). The prevalence and correlative factors of depression among Chinese teachers during the COVID-19 outbreak. Frontiers in Psychiatry, 12, 644276. https://doi.org/10.3389/fpsyt.2021.644276

Tools


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