DEVONA MAE F.
BAYQUIN
10 Articles/Journals
AUTHOR
Kraft, M. A., Simon, N. S., & Lyon, M. A.
(2020). Sustaining a sense of success:
the importance of teacher working
conditions during the COVID-19
pandemic (No. 20-279, p. 20). Working
paper.
Asbury, K., & Kim, L. (2020). " Lazy, lazy
teachers": Teachers’ perceptions of how
their profession is valued by society,
policymakers, and the media during
COVID-19.
SUMMARY of ARTICLES/JOURNALS
1. COVID-19 shut down schools across
the United States, improving traditional
approaches to education. Teachers
recorded a variety of difficulties related to
engaging students in remote learning and
juggling their career and personal
commitments. Teachers in high poverty
and majority Black schools saw these
challenges as the most severe, indicating
that the pandemic further amplified
current educational inequities.
Researchers find out that the pandemic
and pivot to emergency remote teaching
has resulted in a rapid, significant decline
in teachers' sense of achievement.
Supportive working environments in
schools have played a vital role in
allowing teachers to preserve a sense of
achievement. Teachers who could rely on
their district and school-based leadership
for good coordination, targeted
preparation, constructive engagement,
equal goals and appreciation of their
contributions were least likely to face a
reduction in their sense of achievement.
Supportive working environments in
schools have played a vital role in
allowing teachers to preserve a sense of
achievement.
2. Closures of educational institutions
during COVID - 19 have directed close
and very public scrutiny of how educators
have moved toward distant learning. We
realize that educators' view of how their
profession is valued are related with
morale and preservation just as student’s
accomplishment. Educators' view of how
others valued their profession have been
influenced by the Covid19 pandemic. The
current study, therefore, examined how
teachers’ perceptions of how others value
their profession have been affected by
the coronavirus pandemic. Twenty-four
teachers from English state schools were
DEVONA MAE F. BAYQUIN
10 Articles/Journals
Khlaif, Z. N., Salha, S., Affouneh, S.,
Rashed, H., & ElKimishy, L. A. (2020).
The Covid-19 epidemic: teachers’
responses to school closure in developing demonstrated the unpreparedness of
countries. Technology, Pedagogy and
Education, 1-15.
interviewed in June 2020, representing
mainstream primary and secondary
schools and a wide range of years of
experience. A reflective thematic analysis
of the interview data was conducted. Four
themes were identified: (1) heroes or
villains? (2) key workers or not?; (3)
voiceless and disrespected; and (4)
appreciated locally. Teachers stated
discomfort and suffering about media
reports that requested that they be
heroes and criticized them as miscreants
when they scrutinized the wellbeing of
staff and students getting back to school
ground. They hated the negative manner
by which their profession has been
depicted by the media, and the
repercussions for public opinion.
Teachers were likewise irate and upset
by what they saw as the public
government's refusal to talk with them as
a profession, and their inability to impart
successfully. However, teachers also
reported feeling more valued than ever by
their students’ parents.
3. The abrupt change in conditions and
the transition from conventional face-to-
face schooling to online learning have
schools and teachers to respond to
change, prompting them to search for
new approaches. Starkey (2019) has
stressed the significance of the digital
competence of teachers and its
importance on the digital age. The digital
and professional skills of teachers are
essential to online learning progress. The
mental health of learners should be
considered and taken into account in
online learning, especially in crises
(Pragholapati,2020), as learners need
attention and help because they may feel
threatened and terrified.  Khlaif and
Salha(2020) have seen another threat to
the standard of teaching as digital
inequalities could cause discontent
DEVONA MAE F. BAYQUIN
10 Articles/Journals
Alea, L. A., Fabrea, M. F., Roldan, R. D.
A., & Farooqi, A. Z. (2020). Teachers’
Covid-19 awareness, distance learning
education experiences and perceptions
towards institutional readiness and
challenges. International Journal of
Learning, Teaching and Educational
Research, 19(6), 127-144.
among teachers and learners. It is very
difficult to provide both teachers and
students with the same digital resources.
Mohmmed (2020) noted that it is a major
challenge for teachers to use a curriculum
designed for face-to-face instruction in
emergency remote education. The lack of
consistency in the institutional framework
and policy is apparent in crises. In order
to continue their regular missions during
the Covid-19 pandemic, schools and
teachers were left alone. Teachers
responded with challenging encounters,
unplanned classes, questioning and
exchanging thoughts, Googling and
looking for relevant resources, and
helping themselves and students.
4. According to the study conducted to
examine teachers' awareness of the
COVID-19 pandemic and their opinion on
the readiness of their respective schools,
as well as their reaction to the challenges
of distance learning in the Philippines.
With the use of the validated
questionnaire to capture the appropriate
data. Through the use of Google forms to
gather data sent to the teachers via
email. The findings indicate that the
teachers were well aware of the existence
and effects of the COVID-19 pandemic.
The relationship between the
demographic profile of the teacher and
the awareness of COVID-19 indicates no
correlation at all. However, the length of
teaching experience and specialization is
very strongly correlated with the
preparation for distance learning.
Simultaneously, the teachers’ geographic
location is strongly correlated to
readiness to adapt to distance learning
education. Simultaneously, the
geographical location of teachers is
closely correlated with the readiness to
respond to distance learning. In contrast,
teachers’ gender, length of teaching
DEVONA MAE F. BAYQUIN
10 Articles/Journals
Sokal, L., Trudel, L. E., & Babb, J. (2020). 5. Canadian teachers (N=1626) engaged
Canadian teachers’ attitudes toward
change, efficacy, and burnout during the
COVID-19 pandemic. International
Journal of Educational Research Open, 1, Results indicated that the efficacy of
100016.
Karen, J. B. T., & Cathy, M. D. T. (2020). 6. Karen, J. B. T., & Cathy, M. D. T.
Philippine teachers’ practices to deal with (2020) stated that school closures,
anxiety amid COVID-19. Journal of Loss
and Trauma.
experience, and geographic location have
significant differences with their readiness
to distance learning education. Our study
can be used as a basis for further
research particularly in developing
institutional plans to better understand the
status of their teachers and educational
organizations, and schools’ readiness to
teach and learn through distance learning
approach; hence, preserving and
continuing educational mission during the
current or future pandemic as well as be
prepared for any natural disasters.
in a longitudinal, geographic study
conducted at two points in the early
stages of the COVID-19 pandemic.
instructors, attitudes toward change, and
perceptions of administrative assistance
were correlated with the endurance and
burnout of teachers at the beginning of
the pandemic. In the first three months of
the pandemic, teachers showed
increasing exhaustion and cynicism, but
also improved productivity in classroom
management and increased sense of
achievement In addition, the cognitive
and emotional attitudes of teachers
towards change have been more
pessimistic. Implications of the resource
shortage to demands that result in
teacher stress and burnout over time are
addressed.
quarantine at home and social distances
around the world can cause sudden
anxiety even among teachers. The online
survey was designed to gather evidence
from Filipino teachers' practices on how
they cope with anxiety due to the
outbreak of COVID-19. Practices provide
information search, prevention strategies
and other mechanisms for dealing with
fear during the quarantine period. Results
DEVONA MAE F. BAYQUIN
10 Articles/Journals
Orhan, G., & Beyhan, Ö. (2020).
TEACHERS’PERCEPTIONS AND
TEACHING EXPERIENCES ON
DISTANCE EDUCATION THROUGH
SYNCHRONOUS VIDEO
CONFERENCING DURING COVID-19
PANDEMIC. Social Sciences and
Education Research Review, 7(1), 8-44.
Mabeya, M. T., Gikuhi, M., & Anyona, N.
J. (2019). INFLUENCE OF WORKING
CONDITIONS ON TEACHER
ATTRITION IN PUBLIC SECONDARY
SCHOOLS IN UASIN GISHU COUNTY,
KENYA. European Journal of Education
Studies.
revealed that teachers are practicing
virtual learning, engaging with the
professional community, complying with
quarantine criteria, and seeking
purposeful activities to cope with anxiety
due to the suspension of national school-
related activities in the pandemic region.
7. The study investigates the perceptions
and teaching experiences of teachers on
distance learning during the Covid 19
Pandemic. The case study design was
applied in this study. The respondents of
the study includes 15 teachers. Semi-
structured interview form was used to
obtained data. The content analysis was
conducted for analysis. Result shows that
most of the teachers perceived distance
education as a technology-oriented
process rather than a new teaching
model. Engagement of students had a
key role in teachers’ satisfaction. The
teachers kept traditional teaching
techniques during distance courses. For
the teachers distance education was less
successful than formal education
because of lack of communication and
interaction quality. Perceptions affect
behavior and the quality of distance
education applications affects the
perceptions so, determining the
perceptions of the teachers and taking
the necessary measures in this direction
is crucial to enhance quality of the
system.
8. The study explores how working
conditions in schools affect the attrition of
teachers. The working condition of
schools refers to the school
environment/climate that will, in one way
or another, make teachers intend to make
a turnover. Their research was performed
in Uasin Gishu District, which faced
increased rates of turnover of teachers in
addition to teacher shortages. A
converging parallel mixed method
DEVONA MAE F. BAYQUIN
10 Articles/Journals
Rabacal, J., Oducado, R. M., & Tamdang,
K. (2020). COVID-19 Impact on the
Quality of Life of Teachers: A Cross-
Sectional Study. Asian Journal for Public
Opinion Research, 8(4), 478-492.
approach design was used to answer the
study objective. Data were obtained from
public high schools, including Form 3 and
Form 4 students, teachers, principals,
county education officials and teachers
who had left the profession. The data
obtained by the use of the questionnaire
and the interview schedule were used to
gather data. Data was evaluated using
descriptive statistics. Research result
showed that the following working
conditions; indiscipline situation in
schools among students, inadequate
infrastructure and instructional resources,
political interference, ethnicity, poor
leadership, heavy workload among others
influenced teacher attrition in schools.
The study also found out that movement
of teachers from schools located in the
interior also fuelled attrition rate. The
study recommends that Ministry of
Education and the Teachers’ Service
Commission should review the policy on
the election of school prefects and hire
professional counsellors for public
secondary schools to deal with discipline
related issues.
9.The global health crisis of COVID-19
has affected the mental and
psychological health and well-being of
people around the world. However, little is
known about the impact of COVID-19
among Filipino teachers. This study was
conducted to determine the impact of the
COVID-19 pandemic on the quality of life
(QoL) of professional teachers in the
Philippines. A descriptive cross-sectional
study was used involving 139 licensed
professional teachers. The COVID-19
Impact on Quality of Life (COV19-QoL)
was the primary measure used in this
study. Descriptive statistics, t-test, and
one-way ANOVA were the statistical tools
employed to analyze the data. Results
indicated a moderate COVID-19 impact
DEVONA MAE F. BAYQUIN
10 Articles/Journals
Danish, R. Q., Qaseem, S., Mehmood, T., 10. The research was undertaken to
Ali, Q. M., Ali, H. F., & Shahid, R. (2019). evaluate the effect of job stress ((job
Work related stressors and teachers’
performance: evidence from college
teachers working in Punjab. European
Scientific Journal (ESJ), 1(4), 158-173.
on the QoL of the teachers. There was a
significant difference in the impact of
COVID-19 on QoL by degree program.
However, the impact of COVID-19 on
QoL did not significantly differ by age,
sex, marital status, employment status,
monthly salary, presence of a COVID-19
case near their residence, personal
knowledge of someone who was infected
or died of COVID-19, presence of a
medical condition, and perceived threat.
The psychological well-being and QoL of
teachers must be recognized and
teachers must be provided with support
as they continue to adapt to the impact
brought by the COVID-19 pandemic. This
study contributes to the growing literature
on the impact of the pandemic.
conflict, work overload, inadequate
reward policy and job burnout) on teacher
job outcomes (employee loyalty and
employee performance). Hypothesis
testing was used to explain the
relationship between the variables since
the study is causal. The research focuses
on teachers from five of the best
intermediate-level colleges in Lahore and
a sample size of 100 respondents. The
independent variable of the study is work
related stressors (job conflict, work
overload, inadequate reward policy, and
job burnout), while dependent variable is
teachers’ performance (employee loyalty
and employee performance). SPSS
version 20 was used for the initial
analysis of collected data (descriptive
statistics, reliability analysis, and
correlation). Furthermore, SEM using
AMOS is applied for checking the fitness
of the model as well as the relationship
among dependent and independent
variables. The findings evaluated indicate
the effect of all independent variables on
dependent variables. However, job
DEVONA MAE F. BAYQUIN
10 Articles/Journals

conflict, job burnout, and inadequate

reward policies have significant impact on
teacher’s performance. The largest
influence comes from job conflict and job
burnout on employee loyalty and
inadequate reward policy on employee
performance.