Home⇛JPAIR Multidisciplinary Research Journal⇛vol. 57 no. 3 (2024)

Teachers in Times of Pandemic: An Ethnological Analysis of Coping with the Challenges in the New Normal

Gilbert Millena | Maricar Magcalen

Discipline: education and teaching

 

Abstract:

People are living in the midst of what is the greatest danger in the course of our lives to worldwide instruction, a massive instructive emergency. The study analyzed the lived experiences of the nine teachers in one of the public elementary schools in the province of Albay, Philippines, regarding the challenges they encountered in the preparation and delivery of instructions in time for the “New Normal.” Primarily, this research investigated the stress brought by the shift to the “new normal” system of education from the traditional face-to-face delivery of learning to the teachers of Matnog Elementary School, Daraga North District, Daraga, Albay. Ethnographic research was utilized to analyze the lived experiences of the respondents involved. The study found that the shift to teaching brought much stress on the part of the teachers, especially those whoare not fond of using technology-based instruction. As to how the teachers cope, it was revealed that all available means and resources were tapped in order to be successful and deliver the learning to its clientele. The study concludes that any form of abrupt changes or adaptation of any system will result in anxiety for those on the front line who were expected to deliver the system by all means.



References:

  1. ABConservation. (2022, January 15). Education Situation in the Philippines during Covid-19 Pandemic. ABConservation. https://tinyurl.com/y6vews4t
  2. Abdulamir, A. S., & Hafidh, R. R. (2020). The Possible Immunological Pathways for the Variable Immunopathogenesis of COVID—19 Infections among Healthy Adults, Elderly and Children. Electron J Gen Med. 2020; 17 (4): em202.
  3. Abel, T., & McQueen, D. (2020). Critical health literacy and the COVID-19 crisis. Health promotion international, 35(6), 1612-1613.
  4. Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: self-regulation and proactive coping. Psychological bulletin, 121(3), 417.
  5. Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115.
  6. Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman’s psychological stress and coping theory. The handbook of stress and health: A guide to research and practice, 349-364.
  7. Brummet, Q. (2014). The effect of school closings on student achievement. Journal of public economics, 119, 108-124.
  8. Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. Cambridge University Press. https://doi.org/10.1017/CBO9781139174794
  9. Chaudhary, K. R. (2020). COVID-19 Pandemic Impact in India. Available at SSRN 3637437.
  10. Dennis, M. A, & Kahn, R. (2024, May 24). Internet. Encyclopedia Britannica. https://www.britannica.com/technology/Internet
  11. Giuntella, O., Hyde, K., Saccardo, S., & Sadoff, S. (2021). Lifestyle and mental health disruptions during COVID-19. Proceedings of the National Academy of Sciences, 118(9), e2016632118.
  12. Gollwitzer, P. M., & Bargh, J. A. (Eds.). (1996). The psychology of action: Linking cognition and motivation to behavior. Guilford Press.
  13. Hernández-Hernández, F., & Sancho-Gil, J. M. (2021). Students’ experiences in suddenly transformed living and educational environments by COVID-19. Frontiers in psychology, 12, 782433.
  14. Holshue, M. L., DeBolt, C., Lindquist, S., Lofy, K. H., Wiesman, J., Bruce, H., ... & Pillai, S. K. (2020). First case of 2019 novel coronavirus in the United States. New England journal of medicine, 382(10), 929-936.
  15. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.
  16. Lee, A., Cheng, F. F. K., Yuen, H., & Ho, M. (2003). How would schools step up public health measures to control spread of SARS?. Journal of Epidemiology & Community Health, 57(12), 945-949.
  17. Liu, R. T. (2015). A developmentally informed perspective on the relation between stress and psychopathology: when the problem with stress is that there is not enough. Journal of abnormal psychology, 124(1), 80.
  18. Liu, Y., & Lu, Z. (2011). The Chinese high school student’s stress in the school and academic achievement. Educational Psychology, 31(1), 27-35.
  19. Mahapatra, A., & Sharma, P. (2021). Education in times of COVID-19 pandemic: Academic stress and its psychosocial impact on children and adolescents in India. International Journal of Social Psychiatry, 67(4), 397-399.
  20. Meng, L., Hua, F., & Bian, Z. (2020). Coronavirus disease 2019 (COVID-19): emerging and future challenges for dental and oral medicine. Journal of dental research, 99(5), 481-487.
  21. Milian, M., Linhardt, C., Taylor, C. M., Ballestrino Olivera, M. E., Esen, V., Fraoua, B., ... & Zahid, H. (2020). Teaching and Learning during the COVID-19 Pandemic: Stories from Educators around the World. Journal of Educational Research and Innovation, 8(1), 8.
  22. Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of education and practice, 11(13), 108-121.
  23. Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International journal of adolescence and youth, 25(1), 104-112.
  24. Pervanidou, P., & Chrousos, G. P. (2012). Metabolic consequences of stress during childhood and adolescence. Metabolism, 61(5), 611-619.
  25. Sayani, A., Maybee, A., Manthorne, J., Nicholson, E., Bloch, G., Parsons, J. A., ... & Lofters, A. (2021). Building equitable patient partnerships during the COVID-19 pandemic: challenges and key considerations for research and policy. Healthcare Policy, 17(1), 17.
  26. Schipper, S., Sean C., & Lea R. (2022). Here’s How Pandemic School Closures Worsen Asia’s Educational Divide. https://tinyurl.com/mr3765yb
  27. Sikali, K. (2020). The dangers of social distancing: How COVID‐19 can reshape our social experience. Journal of community psychology, 48(8), 2435.
  28. Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of mathematics, science and technology education, 16(7), em1851.
  29. Strom, S., & Gumbel, P. (eds). (2021). The Future of Work After COVID-19. McKinsey Global Institute. https://tinyurl.com/evv5ykpw

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic