Maintaining Schools as Socio-Educational Environments for Teachers During the COVID-19 Pandemic

Abstract

Objective: The objective of this study is to examine the impact of schools and key stakeholders in the socio-educational environment, particularly in assisting high school teachers during remote learning amid the COVID-19 pandemic. Method: This study employs a case study methodology with a qualitative approach, utilizing interview and observation tools for data mining. The research employed purposive sampling as a data mining method, and an interactive model was used for data analysis. Results and Discussion: The research findings indicate that teachers encountered social and educational challenges throughout the pandemic and the use of remote learning. Significant discoveries pertaining to this matter can be classified into two categories. Firstly, teachers saw profound disruptions due to the closure of schools during the pandemic. The rapidly evolving circumstances pose significant difficulties for teachers in the socio-educational domain, particularly due to the transition from in-person instruction to online learning and the substantial surge in technology-driven education. In this scenario, teachers find themselves facing a challenging predicament. They must simultaneously navigate the transition to digital learning while also effectively facilitating interactive learning with their students. The second discovery pertains to significant stakeholders inside schools and their respective roles in upholding the significance of educational institutions throughout the pandemic. The individuals encompassed in this group are teachers, principal, students, and parents. Research Implications: Despite the dire circumstances of the pandemic, the decision to close schools does not diminish their crucial function as institutions that are vital for ensuring the continuity of education and the involvement of key stakeholders. Originality/Value: This study offers a teacher's viewpoint on examining many factors that contribute to preserving the crucial function of schools during the pandemic. The topic of the COVID-19 pandemic, which encompasses environmental background, institutions, actors, education, and social factors, has not been extensively examined in scientific studies.

Community Engagement, The Context for Teachers’ Work-Efficiency? A Tism Approach

“…Teachers face substantial difficulties in the fast-growing social settings in the socioeducational area, especially in the era of technology-driven education (Rini, 2024), where multimedia interactive visual learning is enhancing the students' learning outcomes or creativity (Nurkanti & Yasundari, 2024). So, the education system should address the dynamism of the society that can increases the homogeneity of society by preparing the young generation to face challenges in the society (Baghirov, 2024), which can be possible by the teachers' community-engagement in a strategic way.…”