The COVID-19 crisis practically magnified the normal fear of people, bringing other negative psychological outcomes such as job burnout. Building on this assumption, this paper aimed to compare fear of COVID-19 and remote teaching burnout across sample characteristics and relate fear of COVID-19 to the remote teaching burnout. Following comparative and correlational research designs, a sample of 1069 K to 12 Filipino teachers was selected to participate in the online survey. The data were analyzed using descriptive and inferential statistics. The results showed that the teachers have a high level of fear of COVID-19 and a moderate level of remote teaching burnout. Furthermore, COVID-19 fear of teachers did not significantly differ across all sample characteristics tested; however, remote teaching burnout significantly differed across age, monthly income, educational attainment, and teaching experience, except gender.  It was further revealed that there is a positive and moderate significant relationship between fear of COVID-19 and remote teaching burnout. This linear association implies that as fear of COVID-19 of teachers increases, their remote teaching burnout also increases. Considering the current persistence of COVID-19 cases and the role of teachers in the anticipated recovery phase of education, the results of the study indicate the urgent attention of education authorities to develop measures to address the needs of teachers who may have psychological issues brought by fear of COVID-19 and remote teaching burnout.

Technology is seen by many as the "holy grail" that will address the constraints brought by the Coronavirus Disease 2019 to the educational systems. The success, however, depends in part on the readiness of the teachers. This paper comprehensively assessed the readiness of teachers specifically on blended learning transition amid the COVID-19 crisis.Employing parallel mixed-method research, it involved elementary teachers from Carpenter Hill Elementary School, Mindanao, Philippines. The researchers used a survey questionnaire and interview guide data. This work revealed points of convergence, elaboration, and divergence in the data sets. An interesting point further underscored is that some quantitative and qualitative results may diverge, but challenges in these facets of blended learning can be turned into opportunities for teachers in the conduct of blended learning. A responsive, appropriate, and

The global Coronavirus Disease 2019 (COVID-19) crisis has enormously induced psychological impacts on humans like fear. Considering this particular concern, there is a need to test instruments used to measure such psychological impact. This study aimed to evaluate the psychometric properties of the Fear of COVID-19 (FCV-19) Scale originally developed by Ahorsu et al. (2020). A sample of 1,060 K to 12 professional teachers from Mindanao, Philippines were selected to participate in the online survey. The preliminary analysis showed a high level of perceived fear of COVID-19 in the respondents of this study. The results of the series of tests are encouraging as the FCV-19 Scale generated a robust construct validity for both one- and two- factor structure models and a very high internal consistency complemented by strong inter-item correlations and item-total correlations. The results further supported the concurrent validity of the FCV-19 Scale with selected COVID-19-related characteristics significantly predicting fear of COVID-19. Overall, this paper provides an assessment of the fear of COVID-19 in a sample of professional teachers and the properties of the FCV-19 Scale in a particular context. The FCV-19 Scale, a seven-item scale, is a valid and reliable measure that can be used to assess the fear of COVID-19 of Filipino teachers.

This paper describes the level of remote teaching efficacy of teachers amid the COVID-19 crisis and assesses the psychometric properties of the proposed Remote Teaching Efficacy (RTE) Scale. A 10-item scale originally used in the context of online teaching was modified to suit the context of the current massive migration to emergency remote teaching. A sample of 1,061 K to 12 employed Filipino teachers were surveyed. The items of the scale were subjected to tests of internal consistency and factor analysis. The result showed that, despite the global crisis affecting the educational system, the teachers have a high level of remote teaching efficacy. On the other hand, RTE Scale demonstrated acceptable indices of corrected item-total correlations between .73 and .82. A high overall Cronbach's alpha at .95 was also sought, supported by excellent factor loadings between .79 and .84. Thus, this paper concludes that RTE Scale is a reliable and valid scale that can be used to measure the remote teaching efficacy of teachers.