Philippine Teachers’ Practices to Deal with Anxiety amid COVID-19

Talidong, Karen Joy B.; Toquero, Cathy Mae Dabi

doi:10.1080/15325024.2020.1759225

Cited by 217 publications

(205 citation statements)

References 5 publications

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“…In fact, as one headteacher stated in interview, they were "inundated with information, particularly at the start of the lockdown" (Interview 3), senior leaders other than headteachers more often indicated they were contented with the quantity of information provided. Information overload is far from uncommon during times of pandemic, as identified by the multinational studies earlier in this work (Fegert & Schulze, 2020;La V-P, 2020;Schultz, 2020;Talidong & Toquero, 2020), as well as previous incidents in the UK. Policy development at a school level in England tends to be the responsibility of senior leadership, but is not necessarily performed by headteachers.…”

Section: Findings: Policymaker Perceptionsmentioning

confidence: 53%

“…The Philippines closed schools on the 16 th March 2020 as part of the country's Enhanced Community Quarantine (ECQ) measures. Filipino teacher stress levels were examined during school closure and found to be heightened due to changing guidance and expectations for online learning (Talidong & Toquero, 2020). German schools were closed on 16 th March 2020, "the chancellor and the federal government give general directions but policies are set at state level" (Fegert & Schulze, 2020, p. 3).…”

Section: Literature Reviewmentioning

confidence: 99%

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Pressures and Influences on School Leaders As Policy Makers During COVID-19

et al. 2020

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Pressure and influences on school leaders as school policy makers during COVID-19 have made the task of interpreting, translating and implementing guidance more a complex and essential operation. School leaders need to prioritise and balance ever-changing government policy advice, against limitations of school buildings, the welfare of students and staff as well as the needs of the communities their schools serve. By surveying and interviewing headteachers, senior leaders and governors, this paper identifies the inputs school leaders have had to react and respond to when creating policy in the context of COVID-19. The paper addresses the nature of, and factors affecting, pressures school leaders feel in authoring policy. The considerable challenges school-based policy makers face in implementing social distancing policy are non-trivial and increase tension to what is already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of social distancing and school closure for most students. Findings suggest quality, quantity and frequency of top-down communication have contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities helped to support leaders during rapid change. We recommend government and the education sector address communication, collaboration and change, to harness the challenges and opportunities identified by school leaders during the COVID-19 pandemic.

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Section: Findings: Policymaker Perceptionsmentioning

confidence: 53%

Section: Literature Reviewmentioning

confidence: 99%

Pressures and Influences on School Leaders As Policy Makers During COVID-19

et al. 2020

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“…Provision for mental health needs through online intervention. COVID-19 changed the life of people worldwide (Talidong, & Toquero, 2020) and people and children with disabilities are the most vulnerable during this pandemic era. As an aid, a framework was given by the Convention on the Rights of the Child (CRC) (1) and Convention on the Rights of Persons with Disabilities (CRPD) (65) to ensure that those children with psycho-social disabilities are given protection and can enjoy their rights without discrimination (World Health Organization & Calouste Gulbenkian Foundation, 2015).…”

Section: Interventions For People With Special Needs and Disabilitiesmentioning

confidence: 99%

Inclusion of People with Disabilities amid COVID-19: Laws, Interventions, Recommendations

Toquero¹

2020

REMIE

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The COVID-19 pandemic has presented an ongoing challenge especially for those people and children with special needs and disabilities as their voices are unheard in normal times and this unfortunate situation is heightened during this emergency. Government policies during the pandemic necessitate inclusion for people with disabilities who also have their global rights for no one should be left behind in this crisis. This article examines the laws of the Philippine Government on the provision for the inclusive special education and rights of the said learners, highlights the possible educational interventions to supplement their learning amid the pandemic and offers recommendations for the emergency preparedness legislative policies and services to be responsive to the educational, socio-emotional, and mental health needs of the students with disabilities amid the pandemic. Future research should examine the experiences of the children with disabilities in using digital media during the pandemic period and evaluate the effectiveness of assistive technologies to meet the learning needs of people with disabilities.

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“…However, social distancing brings fear of uncertainty, physical discomfort, loneliness, anxiety, and stress (Xiang et al, 2020) that negatively affect the teaching-learning process at university. The prolonged social distancing creates loneliness, anxiety, depression, and even mental disorder (Leite et al, 2020;Karen & Cathy, 2020). The major problems emerged unexpectedly such as violence, racial and ethnical prejudice, environmental and technological disaster have important psychological aspects to the students (Lerner et al, 2020) and the lifestyle of students have been affected because of fear due to COVID-19 pandemic and Nepalese students are no exception.…”

Section: Reviews Of Teaching Learning-related Research During Pandemicmentioning

confidence: 99%

Transition to Online Higher Education during COVID-19 Pandemic: Turmoil and Way Forward to Developing Country - Nepal

Gautam

2020

Preprint

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Every day thousands of academic institutes suspend their classes and students are staying home maintaining social distancing due to the fear of COVID-19 pandemic and Nepal is no exception. Realizing this facts, this study aims to explore the factors for the effectiveness of online mode of classes especially to the on-class course-based students analyzing perception of faculties and students during the COVID-19 pandemic. Based on exploratory research design following mixed methods of qualitative and quantitative procedures for data collection, this study revealed triplet factors as infrastructure- specific, student-specific and teacher-specific as antecedents of effectiveness of online classes to the on-class based courses during pandemic. Students faced anxiety during the COVID-19 pandemic but a higher willingness to learn has little anxiety. The findings significantly contribute to the future management of higher education during the pandemic as well as digs the future path of online and on-class teaching-learning practices in higher education.

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Philippine Teachers’ Practices to Deal with Anxiety amid COVID-19

Cited by 217 publications

References 5 publications

Pressures and Influences on School Leaders As Policy Makers During COVID-19

Pressures and Influences on School Leaders As Policy Makers During COVID-19

Inclusion of People with Disabilities amid COVID-19: Laws, Interventions, Recommendations

Transition to Online Higher Education during COVID-19 Pandemic: Turmoil and Way Forward to Developing Country - Nepal

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