“POST COVID IMPACT ON TEACHERS’

PERFORMANCE WITH REFERENCE TO

SCHOOL EDUCATION”
A

Report

On

Project Based Learning-II

Submitted to

SAGE University, Bhopal

or the partial fulfilment of
Master of Business Administration
Semester – 2 (2021-23)

Submitted By Guided By
Kanchan Pawar Dr. SUNIL ATULKAR
(21MBA5MBA10099) Associate Professor
Anjali Mithwani School of Management
(21MBA5MBA10031)
Ankita Verma
(21MBA5MBA10247)
 DECLARATION

We, Kanchan Pawar, Anjali Mithwani, and Ankita Verma students of “Master of Business
Administration”, session 2021-23, hereby inform that the work presented in this project
entitled “POST COVID IMPACT ON TEACHERS’ PERFORMANCE WITH REFERENCE
TO SCHOOL EDUCATION” is the outcome of our own work, is a bona-fide and correct to
the best of our knowledge and work has been carried out taking care of ethics. The work
presented does not infringe any patented work and has not been submitted to any other
University or anywhere else.

Date: Student’s Name:

Kanchan Pawar
Place: Bhopal
(21MBA5MBA10099)
Ankita Verma
(21MBA5MBA10247)
Anjali Mithwani
(21MBA5MBA10031)
 CERTIFICATE

This is to certify that the work embodies in this project entitled “POST COVID IMPACT ON
TEACHERS’ PERFORMANCE WITH REFERENCE TO SCHOOL EDUCATION” being
submitted by us in partial fulfilment of the requirement for the award of “Masters of Business
Administration” to Sage University, Bhopal (M.P) during the academic year 2021-23 is a
record of bona-fide piece of work, carried out under his supervision and guidance in the
SCHOOL OF MANAGEMENT, Bhopal (M.P.).

Supervisor
Dr. Sunil Atulkar
Associate Professor
SSOM, Bhopal
 ACKNOWLEDGEMNT

We are privileged to present a project on “POST COVID IMPACT ON TEACHERS’

PERFORMANCE WITH REFERENCE TO SCHOOL EDUCATION”. We take this
opportunity to express deep sense of gratitude and would like to give thanks to our guide, Dr.
Sunil Atulkar, Associate Professor, SSOM, for his valuable guidance, inspiration and
encouragement that has led to successful completion of this work. Without his guidance, we
could not have accomplished, what we actually have.

And we will like to deeply thank our family and friends for all the support and encouragement
they have rendered time to time. Last but not the least, we dedicate our work to almighty God
without whose wish and helping hands this work would not have taken the shape it has now
and also to our family members whose support and encouragement had led me to complete this
task.

Kanchan Pawar

(21MBA5MBA10099)

Ankita Verma

(21MBA5MBA10247)

Anjali Mithwani

(21MBA5MBA10031)
TABLE OF CONTENTS

S. No. PAGE NO.

TITLES
1. INTRODUCTION 1

2. LITERATURE REVIEW 2-4

3. RATIONALE OF STUDY 5

4. OBJECTIVES OF THE STUDY 6

5. RESEARCH METHODOLOGY 7

6. ANNEXURE 8-9

7. REFERENCE 10
INTRODUCTION

The impact of COVID-19 has revamped all aspects of human life including education sector,
and it has completely changed the educational environment across the globe. Due to the
pandemic, the methodical functions of educational institutions have stopped, and new phases
have started like online class, online evaluation, and indoor activities. Students are the vital
players in education sector, and their opinions play an indispensable role while formulating the
policies by the government. In the pandemic, students’ perspective on education environment
finds new dimension. Therefore, this paper has made an honest attempt to know the students’
and teachers’stance on school educational environment. In this study, six major components of
education environment are considered, namely (1) online class, (2) teaching and learning, (3)
evaluation, (4) school administration, and (5) extracurricular activities.

Pandemic has changed the mind-set of students and teachers in post COVID. Therefore, with
this intention, the study made an earnest attempt to know the perception of the teachers and
students towards school education after the outbreak of COVID-19 in India. The study analyses
whether the demographical variable and employees of school will have difference on
perception towards school educational environment.
LITERATURE REVIEW
TINSLEY and KHAN ET AL

Recognizing the imminent new normal post-COVID-19 phase, an amendment of educational

environment within the curriculum studies viewpoint is essential (Khan et al. 2021). There is a
huge similarity of instructional evaluation to online. Within the online instructional evaluation,
there are synchronous and asynchronous forms (Tinsley 2020).

FATIMA ET AL and MOK ET AL

Tutoring and instructing involves various expertise and frames of mind communicated by way
of deportment of the instructor and is dominant in moulding the behaviour of the pupil. The
duty, which the society awaits the educator to undertake, is a synthesis of numerous aspects,
some integral and divergent (Fatimah et al. 2021). Thus, a sole learner’s self-image and esteem
emerges out of complete synergy, communication, and cooperation in the learning room,
because physical learning halls and labs provide psychological aura, whereby there is deep
learning instructiveness between the instructors and learners (Mok et al. 2021).

JEBASEELAN

The teacher can then invigorate the knowledge students have of a subject by scrutinizing the
conception, then enforcing, and evaluating (Jebaseelan 2016). Finally, integration and
progression are the highest tiers of the pyramid; they ascertain if a student truly contemplated
the topic being taught. In 2001, however, Bloom’s was revised to contain the categories of
Remember, Understand, Apply, Analyze, Evaluate, and Create.

CHANDRA and DI PIETRO ET AL

Bloom’s Taxonomy was patterned to allow teachers to have directions of how to teach students
(Chandra 2020; Pan 2020; Ratten 2020). While the present circumstance is untypical, which is
strenuous to forecast the consequence on the learner’s capability and achievement, because of
lack of pertinent information, a profound pursuit is to take into account the economics and
sociology published works in an attempt to obtain a better beneficial awareness of the
consequence of the pandemic and actual ceasing of tangible operation of educational
institutions on teaching and schooling (Di Pietro et al. 2020).
MAZUMDER ET AL, ESHET ET Al and SOLAND ET AL

Our discussion may benefit lawmakers in working out mediations and plans to deal with the
aftermath of the pandemic disaster, as far as school education in India is concerned, and it may
serve as a lifeline concerned stakeholders (Mazumder et al. 2021). Ceasing of tangible working
in the educational institutions and the practice of distant learning may have an adverse impact
on the learners’ learning capacity by way of four means: decrease in time allotted for learning,
mental pressure and strain, a transformation in students’ learning behavior, and inadequate
learning stimulation. The shutting down of buildings of the educational institutions and a
transference to a distant learning domain culminate in students engaging short time in learning
(Eshet et al. 2021; Soland et al. 2020). Students who are constricted in their houses with their
family members due to COVID-19 may feel more pressurized and perturbed.

JENA

Jena (2020) demonstrated the impact of Covid-19 on Academic research & Professional
Development, assessment system, employment opportunities etc. Researcher also suggested
some post covid trends such as reduction in national and international mobility of students, gap
between privileged and unprivileged students may increase, demand for Open and Distance
learning may increase.

THAKUR AND KUNDU

Thakur and Kundu (2020) highlighted that in higher education imparting practical knowledge
is as important as theoretical knowledge but only few institutions are able to facilitate students
with virtual labs as they are quite expensive. Author also emphasized on non-teaching staff as
they are an essential part of higher education sector but very few researchers mentioned about
them. To decrease the financial loss higher educational institutes might avail the services of
less workers than earlier.

RAMULU

Ramulu (2020) concluded that the novel coronavirus brought major changes in teaching and
learning method of education. The changes have both positive and negative impact on
education system as a whole and on the learners in particular. He also argued that institutions
should adopt a hybrid and combined system of traditional and online modes of teaching not
only in the view of pandemic but also in general normal life.
YADAV

Yadav (2020) explored both positive and negative consequences of covid 19 on Indian
education sector. Researcher enlisted moves towards mixed learning, increased use of learning
management systems, increased digital literacy, surge in E-meetings etc.as positive impact and
diminished global opportunities, universities dues deferred, employment crisis, increased
parents' responsibility to educate their wards etc. are negative consequences mentioned in
the study.

KASAR ET AL

Kasar et al (2021) demonstrated that during covid-19 pandemic situation virtual education
was the highly preferred way of education. They are using online assessment tools for
evaluation. Cancellation of various entrance and recruitment tests imposed a negative impact
on the lives of students of higher education. The traditional method of teaching has been
replaced by the online teaching.
RATIONALE OF THE STUDY

 To better understand the job satisfaction level of the teachers working in these private
schools.

 To understand the effect of Covid in teaching techniques.

 To Better understand the challenges faced by the teachers in the virtual environment
and there way to tackle them.

 To explore the effect of covid19 pandemic on conventional work expectations

 To compare the efficiency of working from home and working onsite.

OBJECTIVES OF STUDY

The study sought to achieve the following specific objectives:

 To assess the effect of demographic factors on job satisfaction of teachers.

 To establish the effect on teachers’ using advanced technical tools during pandemic.

 To analyse the teachers’ working conditions from home and organisation.

RESEACH METHODOLY

RESEARCH APPROACH

This paper is a conceptual paper based on secondary data. Conceptual articles get organized
manifold varying streams of content to provide some new understanding. The data collected
derived from secondary research carried out by various researchers and groups. In the course
of investigation, the data present in the research paper provided insights into the concepts and
the drastic evolution that came in School education pattern and tough times. COVID‐19 data
are collected from the reports of World Health Organization.

SAMPLING

SURVEY AREA: This survey is conducted to find out the post covid impact on teachers of
A&P INTERNATIONAL SCHOOL, MAHARISHI VIDHYA MANDIR, RED ROSE
SCHOOL, ASNANI SCHOOL.

SAMPLE SIZE: Total number of teachers are 184 in above schools and the sample for the
current study is considered 60 regular teachers of 22-60 age group to whom questionnaires
were distributed(N=60).

RESEARCH DESIGN

QUALITATIVE RESEARCH- It mainly focuses on research papers which are used in this
study in order to understand the working behaviour of teachers after COVID-19.

QUANTITATIVE RESEARCH- We have also done survey in schools through questionnaires

in order to study working behaviour of teachers after COVID-19 and analysed it with the help
of pie charts.
 ANNEXURE
POST COVID IMPACT ON TEACHERS’ PERFORMANCE WITH
REFERENCE TO SCHOOL EDUCATION

QUESTIONNAIRE
NAME:
1.AGE:
20-30
31-40
41-50
50 above

2.GENDER:
Male
Female

3.WORK EXPERIENCE:
0-4
4-8
8-10
10 above

4.EMPLOYMENT STATUS:
Permanent Employee
Contractual Based
5.SUFFICIENCY OF SALARY (TO MEET IMPORTANT EXPENSES):
Strongly agree
Agree
Neutral
Disagree
6.FEEL COMFORTABLE WITH PRESENT LEVEL OF RESPONSIBILITY:
Strongly agree
Agree
Neutral
Disagree
7.DISTANCE EDUCATION TEACHING IS EASIER THAN OFFLINE TEACHING:
Strongly agree
Agree
Neutral
Disagree
8.SATISFACTION REGARDING THE RELIABILITY OF TECHNOLOGY USED IN
ONLINE CLASSES:
More than satisfied
Satisfied
Neutral
Dissatisfied
9.COOPERATION OF STUDENTS RECEIVED DURING PHYSICAL CLASSES:
High
Low
10.WORK LIFE BALANCE IS GOOD IN PHYSICAL CLASSES:
Yes
No
11.ONLINE MODE OF STUDY IS BETTER THAN PHYSICAL CLASSES:
Yes
No
12.ARE YOU AVAILABLE TO STUDENTS ON REGULAR BASIS FOR THEIR
DOUBTS:
Yes
No
13.FEEL COMFORTABLE USING SOCIAL MEDIA TOOLS WHILE
COMMUNICATING TO STUDENTS AND COLLEGES:
Yes
No
14.ACCORDING TO YOU, WHICH ONE IS SUITABLE DEVICE FOR E-LEARNING:
Mobile Tablet
Desktop Laptop
REFERENCE

Tinsley, B. Khan et al, (2020) September to December 2020. Office of National Statistics
UK, December, 1–16.

Jena, P. (2020). Impact of Covid-19 on higher education in India. International Journal Of

Advanced Education And Research.

Jammu and Kashmir. International Journal of Construction Education and Research. 9. 1-7.

Ramulu, M. (2020). Higher Education in India under COVID-19: Some Issues. NOLEGEIN-
Journal of Management Information Systems, 24-27.

Thakur, S., & Kundu, U. (2020). Combating the Impact of COVID-19 on Higher Education
Sector in India.

An Indexed, Refereed & Peer Reviewed Journal Of Higher Education, 12(5), 250-258.

Palarch’S Journal of Archaeology Of Egypt/Egyptology, 18(7), 2190-2195.

Kasar, A., Reddy, M., Wagh, R., & Deshmukh, Y. (2021).