A Qualitative Study Examining Home as Faculty Workplace

at Masalukot 1 Elementary School during

Covid-19 Self Isolation

A Research Paper Presented to the Faculty of the

College of Education

TAYABAS WESTERN ACADEMY

Candelaria, Quezon

In Partial Fulfillment

of the Requirements for the

Degree of Bachelor of Elementary Education (BEEd) and

Bachelor of Secondary Education(BSEd)

Hazel Joan Gonzalvo

Madhel Justine D. De Leon

Shiela Marie A. Rodrigo

December 2022
 Chapter 1

The Problem and It’s Background

Introduction

Globally, everything has stopped. People alarmed on how to

deal with this situation (COVID-19 pandemic) even those
professionals that must have to adopt the new normal like
teachers which is it’s hard for them to reach out their students
especially if their students don’t have enough internet
connectivity. However, faculties are continue to give the quality
education that their students deserve despite of the pandemic
(COVID-19). From traditional classroom setting to blended
modality of learning which both students and faculties are now
applied. This pandemic has changed the way the people work,
and more people are choosing to work from home (WFH).

Working away from the traditional office or classroom is

increasingly an option in today’s world. The phenomenon has
been studied under numerous, partially overlapping terms, such
as telecommunicating, telework, virtual office, remote work,
location independent working, home office(journals.plos.org).

According to (Facilityexecutive.com, 2020), regardless of

whether employees show symptoms of COVID-19, 88% of U.
S. companies, during the COVID19 pandemic, encouraged or
required their employees to work from home. Most universities
moved online in Spring 2020, with many remaining online for
fall; thus, college and university faculty were required to self-
isolate and work from home with their families (Smalley, 2020).
Little is known as to how faculty transitioned from land-based to
working online, nor is it known how self-isolation affected
faculty who worked online pre-pandemic. Through a basic
qualitative study, we examined how both online faculty and
land-based university faculty coped with the COVID-19
imposed self-isolation.

Background of the Study

The coronavirus (COVID-19) pandemic has resulted in changes

to the working arrangement of who are now based at home and
many continue to work at home, in some capacity, for the
foreseeable future.

On March 11, 2020, the World Health Organization declared

COVID-19 a global pandemic. Following the spread with which
COVID-19 spread all over the world, and to contain the spread
of the disease, most governments around the world, including
our country authorized unprecedented social containment
measures among others required social distancing and the
temporary physical closure of educational institutions.
Theoretical Framework

Conceptual Framework

Researched Paradigm

Statement of the Problem

The purpose of this qualitative study is to examining home as

faculty workplace at Masalukot 1 Elementary School by
considering changes in work due to COVID-19. The present
study examined how self-isolation due to COVID-19 affected
both online and typically land-based faculty’s workspace and
work process and whether their feelings about working at home
had changed. Three primary research questions guided the
study.

1. What is the impact of self-isolation on online faculty’s feelings

about their workspace? (physical fit)

2. What is the impact of self-isolation on how they do their

work? (functional fit)

3. What is the impact of self-isolation on their feelings about

their work? (psychosocial fit)