Teachers' coping strategies in mitigating remote learning-related distress during Covid-19 pandemic
Downloads
The sudden shift to remote learning during the Covid-19 pandemic has brought much distress to teachers. Since the teachers are considered as the major force that facilitates the learning process, their well-being should be given importance. The study used a survey research design to determine the level of distress among private school teachers in San Pablo City, Philippines, using the Covid-19 Peritraumatic Distress Index (CPDI). It also analyzed the sources of distress and examined the different coping strategies the teachers are using to mitigate the distress related to remote learning. Results show that the majority of the respondents are experiencing distress, with most having mild-moderate distress, followed by severe distress. Preparation of learning materials, internet connectivity problems, limited teacher-student interaction, assessment of student's learning, tracking student's progress, inconducive working environment, and inadequate technical skills were identified as sources of distress. Most respondents prefer coping strategies that would promote their overall wellness and those activities that avoid the source of distress. These findings have implications for school owners and administrators, policymakers, and curriculum developers in addressing the needs of teachers by providing programs that would help them cope with the distress related to remote learning.
Adams, E. (2001). A proposed causal model of vocational teacher stress. Journal of Vocational Education & Training, 53(2), 223–246. https://doi.org/10.1080/13636820100200153
Akour, A., Al-Tammemi, A. B., Barakat, M., Kanj, R., Fakhouri, H. N., Malkawi, A., & Musleh, G. (2020). The impact of the Covid-19 pandemic and emergency distance teaching on the psychological status of University Teachers: A cross-sectional study in Jordan. The American Journal of Tropical Medicine and Hygiene, 103(6), 2391–2399. https://doi.org/10.4269/ajtmh.20-0877
Akram, H., Aslam, S., Saleem, A., & Parveen, K. (2021). The challenges of online teaching in Covid-19 pandemic: A case study of public universities in Karachi, Pakistan. Journal of Information Technology Education: Research, 20, 263–282. https://doi.org/10.28945/4784
Ancheta, R. F., & Ancheta, H. B. (2020). The new normal in education: A challenge to the private basic education institutions in the philippines? International Journal of Educational Management and Development Studies, 1(1), 1–19.
Banal, C. L., & Ortega-Dela Cruz, R. A. (2022). Teachers' resilience in facing workload adversities in times of pandemic: The case of the private school teachers in a developing country. Indonesian Journal of Social Sciences, 14(1), 36–51. https://doi.org/10.20473/ijss.v14i1.35946
Besser, A., Lotem, S., & Zeigler-Hill, V. (2022). Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic. Journal of Voice, 36(2), 291.e9-291.e16. https://doi.org/10.1016/j.jvoice.2020.05.028
Bower, B. L. (2001). Distance education: Facing the faculty challenge. Online Journal of Distance Learning Administration, 4(2).
Bravo, A. K., Buenaflor, N. B., Baloloy, J. I., Guarte, L., Osinaga, A. M., Salartin, A., & Tus, J. (2021). Amidst the Covid-19 pandemic: The job burnout and job satisfaction of public school teachers in the Philippines. International Journal of Advance Research and Innovative Ideas in Education, 7(3), 2979–2993.
Chaturvedi, K., Vishwakarma, D. K., & Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121, 105866. https://doi.org/10.1016/j.childyouth.2020.105866
Check, J., & Schutt, R. K. (2012). Survey research. In J. Check & R. K. Schutt (Eds.), Research Methods in Education. Thousand Oaks: Sage Publications.
Cherry, K. (2020). How Social Support Contributes to Psychological Health. Social Psychology Theories. Retrieved December 12, 2021, from Very Well Mind website: https://www.verywellmind.com/social-support-for-psychological-health-4119970
Ching, Y.-H., Hsu, Y.-C., & Baldwin, S. (2018). Becoming an online teacher: An analysis of prospective online instructors' reflections. Journal of Interactive Learning Research, 29(2), 145–168.
De Villa, J. A., & Manalo, F. K. B. (2020). Secondary teachers' preparation, challenges, and coping mechanism in the pre-implementation of distance learning in the new normal. IOER International Multidisciplinary Research Journal, 2(3), 144–154.
Finlay, J. M., Kler, J. S., O'Shea, B. Q., Eastman, M. R., Vinson, Y. R., & Kobayashi, L. C. (2021). Coping during the Covid-19 pandemic: A qualitative study of older adults across the United States. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.643807
Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic. TechTrends, 65(4), 589–601. https://doi.org/10.1007/s11528-021-00625-5
Gurung, S. (2021). Challenges faced by teachers in online teaching during Covid-19 pandemic. The Online Journal of Distance Education and E-Learning, 9(1), 8–18.
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(null), 933–944. https://doi.org/10.2147/PRBM.S314844
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause.
Izhar, N. A., Al-dheleai, Y. M., & Kew, S. N. (2021). Teaching in the time of Covid-19: The challenges faced by teachers in initiating online class sessions. International Journal of Academic Research in Business and Social Sciences, 11(2). https://doi.org/10.6007/IJARBSS/v11-i2/9205
Jenitta, J. N., & Mangaleswaran, T. (2016). Factors affecting the stress of teachers; a special reference to Trincomalee District. International Journal of Engineering Science and Computing, 6(7), 2328–2333.
Jimenez, E. C. (2021). Impact of mental health and stress level of teachers to learning resource development. Shanlax International Journal of Education, 9(2), 1–11. https://doi.org/10.34293/education.v9i2.3702
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(4), 444–452.
Krohne, H. W. (2002). Stress and coping theories. Int Encyclopedia of the Social Behavioral Sceinces.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
Melnyk, B. M., Tan, A., Hsieh, A. P., Amaya, M., Regan, E. P., & Stanley, L. (2023). Beliefs, mental health, healthy lifestyle behaviors and coping strategies of college faculty and staff during the COVID-19 pandemic. Journal of American College Health, 71(9), 2740–2750. https://doi.org/10.1080/07448481.2021.1991932
Miller, S. M. (1980). When is a Little Information a Dangerous Thing? Coping with Stressful Events by Monitoring Versus Blunting. In Coping and Health (pp. 145–169). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4684-1042-6_8
Morgan, E. (2019). Mental health ” Why it's important for teachers and students alike.
Ortega-Dela Cruz, R. A. (2016). Attrition of private and public school teachers: a comparative analysis. Advances in Social Research, 2(1), 29–32.
Ozamiz-Etxebarria, N., Santxo, N. B., Mondragon, N. I., & Santamaría, M. D. (2021). The psychological state of teachers during the Covid-19 crisis: The challenge of returning to face-to-face teaching. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.620718
Ozoemena, E. L., Agbaje, O. S., Ogundu, L., Ononuju, A. H., Umoke, P. C. I., Iweama, C. N., ... Obute, A. J. (2021). Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: A school-based cross-sectional study. BMC Public Health, 21(1), 2327. https://doi.org/10.1186/s12889-021-12397-x
Pimentel-Tibon, J. (2020). The new normal in basic education. Retrieved April 29, 2024, from Lexology website: https://www.lexology.com/library/detail.aspx?g=f4c146a9-7ef0-4bc1-8d6d-e6516a4a14ff
Ponto, J. (2015). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner in Oncology, 6(2), 168–171.
Qiu, J., Shen, B., Zhao, M., Wang, Z., Xie, B., & Xu, Y. (2020). A nationwide survey of psychological distress among Chinese people in the Covid-19 epidemic: implications and policy recommendations. General Psychiatry, 33(2), e100213. https://doi.org/10.1136/gpsych-2020-100213
Rabago-Mingoa, T. (2017). Filipino teachers' stress levels and coping strategies. De La Salle State University Research Congress.
Rahman, A., & Subiyantoro, S. (2021). The leadership role of school principals in online learning during the Covid-19 pandemic. AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 5(1), 165–175. https://doi.org/10.33650/al-tanzim.v5i1.1805
Ramoso, M. G. D., & Ortega-Dela Cruz, R. A. (2024). Adapting to the new normal: Remote teaching challenges among educators in higher education. Eureka: Journal of Educational Research, 2(2), 98–107. https://doi.org/10.56773/ejer.v2i2.26
Rawat, N. S., & Choudhary, K. C. (2020). Coping strategies with stress and anxiety of tri-pillar of the education system in Covid-19 pandemic period. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3596912
Rios, B. (2020). Changes in education as a result of COVID-19 crisis are here to stay, experts say. Retrieved April 29, 2024, from Euractive website: https://www.euractiv.com/section/economy-jobs/news/changes-in-education-as-a-result-of-covid-19-crisis-are-here-to-stay-experts-say/
Samifanni, F., & Gumanit, R. L. R. (2021). Survival with technology: Elderly teachers' perspective towards emergency online learning during the Covid-19 pandemic in the Philippines. Studies in Learning and Teaching, 2(3), 98–114. https://doi.org/10.46627/silet.v2i3.87
Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328. https://doi.org/10.17583/qre.2020.5872
Scott, E. (2020). Healthy lifestyle habits for stress relief. Retrieved December 5, 2021, from Very Well Mind website: https://www.verywellmind.com/healthy-lifestyle-habits-for-stress-relief-3144693
Sharma, V., & Sharma, A. (2021). Online education during Covid 19 pandemic: Challenges and solutions. Turkish Online Journal of Qualitative Inquiry, 12(3).
Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Smith, S., & Pergola, J. (1991). Preventing stress through a healthy lifestyle. Fact Sheet HE-2090, Florida Cooperative Extension Service. Miami (FL): University of Florida.
Stapleton, P., Garby, S., & Sabot, D. (2020). Psychological distress and coping styles in teachers: A preliminary study. Australian Journal of Education, 64(2), 127–146. https://doi.org/10.1177/0004944120908960
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers' practices to deal with anxiety amid Covid-19. Journal of Loss and Trauma, 25(6–7), 573–579. https://doi.org/10.1080/15325024.2020.1759225
Torres, R. A. O., & Ortega-Dela Cruz, R. A. (2022). Remote learning: Challenges and opportunities for educators and students in the new normal. Anatolian Journal of Education, 7(1), 83–92. https://doi.org/10.29333/aje.2022.717a
Tuettemann, E., & Punch, K. F. (1992). Psychological distress in secondary teachers: Research findings and their implications. Journal of Educational Administration, 30(1). https://doi.org/10.1108/09578239210008817
Weist, M. D., Bruns, E. J., Whitaker, K., Wei, Y., Kutcher, S., Larsen, T., ... Short, K. H. (2017). School mental health promotion and intervention: Experiences from four nations. School Psychology International, 38(4), 343–362. https://doi.org/10.1177/0143034317695379
Wolfers, L. N., & Schneider, F. M. (2021). Using media for coping: A scoping review. Communication Research, 48(8), 1210–1234. https://doi.org/10.1177/0093650220939778
World Health Oganization. (2020). Coronavirus disease (Covid-2019) situation report. Retrieved April 29, 2021, from COVID-19 website: https://www.covid19.gov.ph/
Yager, Z. (2011). Health education in teacher education: Evaluation of learning design with embedded personal wellness learning and assessment focus. Australian Journal of Teacher Education (Online), 36(10), 108–125. Retrieved from https://search.informit.org/doi/10.3316/ielapa.804823743695637
Yang, C. C. R. (2017). An investigation of the use of the ‘Flipped Classroom' pedagogy in secondary English language classrooms. Journal of Information Technology Education: Innovations in Practice, 16, 001–020. https://doi.org/10.28945/3635
Yap, K. L. M., & Jiao, C. (2020, March 15). Manila enters lockdown for Month; Duterte mulls curfew. Bloomberg News. Retrieved from https://www.bloomberg.com/news/articles/2020-03-15/manila-enters-lockdown-for-month-duterte-mulls-curfew-on-virus
Zawadzki, M. J., Smyth, J. M., & Costigan, H. J. (2015). Real-time associations between engaging in leisure and daily health and well-being. Annals of Behavioral Medicine, 49(4), 605–615. https://doi.org/10.1007/s12160-015-9694-3
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China's education emergency management policy in the Covid-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Copyright (c) 2024 Indonesian Journal of Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. The authors agree to transfer the transfer copyright of the article to the Indonesian Journal of Social Sciences effective if and when the paper is accepted for publication. The authors can download the Copyright Transfer Agreement here.
2. The legal formal aspect of journal publication accessibility refers to Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA).
3. Every publication (printed/electronic) is open access for educational purposes, research, and library. Other than the aims mentioned above, the editorial board is not responsible for copyright violation.
IJSS by Unair is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
