Transitioning to Full Face-To-Face Instruction: Challenges Met, Coping Mechanisms and Teacher's Mental Health and Well-Being
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2023, Vol 11, Issue 7
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-to-face classes, and presenting the results to the school head for intervention programs.
Authors and Affiliations
Ma. Dencel Ausa
Keywords
Related Articles
- EP ID EP728917
- DOI https://doi.org/10.5281/zenodo.8212116
- Views 18
- Downloads 0
SIMS as Intervention in Enriching the Teaching of Fundamental Operations in Mathematics: An Action Research
Quasi-experimental research with pretest and posttest design was conducted to investigate the effectiveness of the Strategic Instructional Material (SIM)-based teaching in ameliorating the mastery level of fourth grade l...
The Hidden Truth Behind the Life Circumstances of Teachers Who are Single Parents
This qualitative study explored the narratives of teachers who are single parents and who experienced taking care of their children alone. The total number of conversational partners are 15 where 3 males and 12 females t...
Coping with the COVID-19 Education Crisis: An Investigation of the Experiences and Challenges of Parents in Supporting Distance Learning
This study contributes to the growing body of literature on the impact of the COVID-19 pandemic on basic education in the Philippines by investigating the experiences and challenges faced by parents in supporting their c...
Correlational Study Among Parents' Demographic Profile, Level of Parental Involvement, and Pupils' Academic Performance in the Modular Distance Learning of Kasiglahan Village Elementary School
The study determined the correlations among parents' demographic profile, level of parental involvement, and pupils' academic performance in the modular distance learning of Kasiglahan Village Elementary School. This stu...
ABCD Approach: A Ladderized Intervention Program in Developing the Phonemic Awareness of Lily’s Non-Decoders
The purpose of this study was to demonstrate that the ABCD Approach: Addressing the Basic Core of Developmental Reading could assist the six identified non-decoders of Grade III - Lily at Asinan Elementary School in deve...