CONCEPT PAPER

Rationale

The COVID-19 pandemic has adversely affected all the spheres of service-

related business, including the education sector. As a pre-emptive measure, almost all

traditional educational institutions have been transformed into either virtual or modular

distance learning. This shift in the delivery of learning has created stress among

academic staff, including teachers and administrators, and has hampered their

performance. One of the most significant changes in the majority of secondary

educational institutions was the closure of those institutions and the shift of educational

activities to either online distance or modular learning formats as a result of the COVID-

19 pandemic. Closure combined with forced modular distance learning was a cure with

many side effects, some of them being the effect on teachers’ mental health and, more

specifically, levels of stress. The disrupted outcomes of the pandemic may last longer

for the education sector and negatively influence the interest and performance of

educators. Pandemic-induced work transformations have compelled educational

institutions to reconsider their leadership practices toward staff, have raised the concern

about staff training to cope with the challenges of technological emergence, and have

created uncertainty to endure secure employment. The pandemic phase has caused

fear, stress, anxiety, and economic instability around the world (Shoaib et al., 2022;

Wolor et al., 2020; UNESCO, 2020). In response to this, the researcher of this study will
examine the relationship of the stress experienced by secondary Science teachers and

their attitude towards job.

Moreover, this study will determine the stress-induced impact of COVID-19 to the

secondary Science teachers’ organizational trust, job satisfaction, and self-esteem.

This study aims to determine the impact of stress induced by COVID-19 to the

job attitude of secondary Science teachers.

Specifically, it aims to answer the following questions:

1. What is the demographic profile of the Science teachers in terms:

1.1 age;

1.2 gender; and

1.3 years in service?

2. What is the level of the attitude towards job of the secondary Science teachers in

terms of:

2.1 organizational trust;

2.2 job satisfaction; and

2.3 self-esteem?

3. What is the level of stress-induced by COVID-19 among secondary science

teachers?

4. Is there a significant relationship between the stress induced by COVID-19 and the

attitude towards job of the teachers?

5. Does stress induced by COVID-19 significantly impact the attitude of the teachers

towards their job?

6. What intervention can be formulated from the analysis of the results of this study?

Conceptual Framework

Job Attitude
1. organizational trust
Stress Induced by COVID-
19 2. job satisfaction
3. self-esteem

Intervention
for
Improvement

Figure 1. Conceptual Framework of the Study Showing the Impact of Stress Induced by
COVID-19 to the Attitude of Teachers Towards Their Job
Brief Review of Related Literature

This study was anchored to the theory of Conservation of Resources (COR)

model. The basic principle of the COR model is that people strive to retain, protect, and
build resources because the potential or actual loss of these resources is a threat and a

source of psychological stress. Then psychological stress is defined as a reaction to the

environment in which there is (1) the threat of a net loss of resources, 2) the net loss of

resources, or (3) a lack of resource gain following the investment of resources.

Moreover, Hanin and Stabulova (2004) include health, personality, talents, intelligence,

and trust as potential resources. The pandemic phase has caused fear, stress, anxiety,

and economic instability around the world (Sundarasen et al., 2020). Stress

management is essential for consistent performance. Determining the effect of stress

towards teachers attitude is important since teacher stress is linked to poor teacher

performance and poor student outcome. According to a longitudinal study, elementary

school teachers who have greater stress and show more symptoms of depression

create classroom environments that are less conducive to learning, which leads to poor

academic performance among students. Moreover, teachers’ psychological stress also

affects their physical health. In a study of high school teachers, 46 percent of teachers

were diagnosed with excessive daytime sleepiness and 51 percent with poor sleep

quality, compromising health, quality of life, and teaching performance (McLean &

Connor, 2015; de Souza et al., 2012). Keeping in view the important role of the teaching

profession in the economic and social development of any country, the concept of

faculty performance automatically achieves a strategically significant level. Stress

affects the performance of teachers. According to Banerjee and Mehta (2016) the three

stress-causing factors considered to have an effect on job avoidance and job

dissatisfaction in this analysis were teaching stress, work overload stress and poor

interpersonal relationships. Therefore, to address this issue, this study will examine the

stress-induced impact of COVID-19 to the attitude of teachers towards their job.

Methodology

 Research Locale: Secondary schools in Sta. Maria West, Davao Occidental

 Research Design: Descriptive-predictive

o This research will utilized a descriptive-predictive quantitative type of study

since it will determine the level of stress experienced by teachers during

the pandemic and their attitude towards job. Moreover, this study will

determine the impact of the independent variable towards dependent

variable.

 Respondents

o This respondents of this study will be the secondary Science teachers

from Santa Maria West District Division of Davao Occidental.

 Sampling Design and Technique: This study will utilize a cluster sampling

technique where randomly selected secondary Science teachers will be clustered

according to school.

 Research Instrument: The researchers will use an adapted questionnaire from

the study of Kang et al., (2021).

 Data Gathering Procedures: Following the procedures and protocols of the

conduct of study set by the graduate studies of Davao del Sur State College, with
 the permission to conduct the study from all authorities, the researcher is

planning to use google form to administer the questionnaires to the

respondents. The results will be analyzed and summed up with appropriate

statistical tools advised by the statistician.

Working Title:

THE STRESS-INDUCED IMPACT OF COVID-19 ON THE ATTITUDE OF

SECONDARY SCIENCE TEACHERS TOWARDS THEIR JOB

Prepared by:

References

Banerjee, S., & Mehta, P. (2016). Determining the antecedents of job stress and their
impact on job performance: A study among faculty members. IUP Journal of
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their-impact/docview/1789739957/se-2?accountid=50173

de Souza, J. C. de Sousa, I. C., Belísio, A. S., de Azevedo, C. V. M. (2012). Sleep

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McLean, L., & Connor, C. M. (2015). Depressive symptoms in third grade teachers:
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Gul
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UNESCO. 2020. 2020 Global Education Meeting Extraordinary Session on Education

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Wolor, Christian Wiradendi, Solikhah, Nadya Fadillah, and Deniar Puji Lestari. 2020.
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Yuri L. Hanin, Natalia B. Stambulova, in Encyclopedia of Applied Psychology, 2004