Despite the threat of the COVID-19 pandemic, teachers continue to navigate the new normal in education which demonstrate their resilience. This descriptive correlational study determined the level of optimism, job stress, and emotional exhaustion of 150 teachers amidst the COVID-19 pandemic, and it analyzed the relationship among these three variables. The data were analyzed using weighted mean, standard deviation, and Pearson r. Results revealed resiliency among teachers amidst the pandemic with a high level of optimism and a relatively low COVID-19 induced job stress and emotional exhaustion level. This study has also shown that optimism is not correlated with job stress and emotional exhaustion, but it found out significant relationship between the last two variables. Generally, it can be concluded that teachers are highly optimistic amidst the pandemic. This paper also validates earlier claims that lower levels of job stress contribute to lower incidents of emotional exhaustion.
This descriptive-correlational study described and analyzed the perceived difficulty in implementing Flexible Learning (FL) strategies of 60 teacher education faculty members of a state university in an eastern province in the Philippines. Moreover, this study investigated the correlation between the faculty members’ demographics and their perceived difficulty in implementing flexible learning strategies. Data were collected using a researcher-made questionnaire and analyzed using weighted mean, standard deviation, Spearman Rho Correlation, and Rank-Biserial Correlation. Results revealed that faculty members, in general, considered flexible learning strategies to be slightly difficult to implement. A significant relationship was also found between the faculty members’ generational age and their perceived difficulty in the Instructional Approach and Resources domain. The findings of this study suggest capacity building initiatives to address the identified difficult flexible learning strategies of the faculty members.
Learning is a social process, but limited studies have explored the degree of social interaction and collaborative learning in an online learning environment and whether these variables foster students' perceived learning. This descriptive-correlational research determined the level of students' social interaction, collaborative learning, and perceived learning in the online learning environment and analyzed the relationships between these three (3) variables. The data were gathered using online survey questionnaires distributed to 288 conveniently sampled teacher education students from a state university in an eastern province of the Philippines. Descriptive and inferential statistics were used to analyze the data. Results revealed a high level of social interaction, collaborative learning, and perceived learning in an online learning environment, and a significant relationship among the variables was also noted. Thus, teachers should encourage social interaction and collaborative learning among students to foster learning in an online learning environment.
Resilience amid COVID-19-induced remote learning difficulties is disproportionate for disadvantaged families due to structural inequalities. This paper investigated the resilience process of economically disadvantaged households by examining how they mediate responses to the challenges in COVID-19-induced remote learning. Utilizing a case study research design, 15 purposely selected households from Naval, Biliran, with children enrolled in remote education and monthly income below the poverty threshold, were interviewed using an interview guide, and their narratives were thematically analyzed. Results revealed that households mobilized their available resources to minimize the difficulties in COVID-19-induced remote learning. However, in the process, risks are shifted to their consumption, productive work and livelihood, parents’ health, and children’s learning. In the end, the resilience process of households was characterized by the management of time and capital and unsustainability. This paper argues that increased community and government support is needed for sustainable household implementation of remote learning.
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