Title: Academic Adjustments and Difficulties of DHVSU Educators during COVID-19 Pandemic

We want to know the struggle of educators too, not only the students but we want to also know their
difficulties in teaching during the COVID-19 Pandemic. How they can adjust and adapt to this new
learning environment wherein they can effectively share knowledge, especially with the learners

RRLs

Local

In a comprehensive study conducted here in the Philippines, "stress" and "mental state" were
identified as factors influencing students and faculty members' overall readiness to integrate with online
learning for the new normal (Calao & Yazon, 2020). Granthorn claims that (2020) teachers in the
Philippines are mostly and vehemently stressed due to a lack of budget, and it has been revealed that
teachers in distress are looking for ways to ensure that the accounts given to them by their local
governments meet the needs of all of their students. The Philippine Government (2020) highlighted the
coping guideline designed to help educators cope with the shift and transition to the new normal on its
official website. Guidance and counseling are still available to students on a limited basis. A local study
of how teachers deal with anxiety in the Philippines discovered that the most fundamental reform
teachers had done was to develop different and creative teaching styles. Even if interactions are limited,
this allows them to feel more connected to their students (Talidong et al., 2020). A study conducted in
the Philippines examined the pandemic through educational lenses, revealing that teachers are not
psychologically or skillfully prepared for the country's abrupt shift in learning models (Tria, 2020).

This pandemic has wreaked havoc on educational systems, affecting over 1.5 billion students. It has
compelled the government to cancel national examinations and schools to temporarily close,
discontinue face-to-face instruction, and strictly enforce physical distance. These events sparked higher
education's digital transformation and tested its ability to respond quickly and effectively. Schools
adopted relevant technologies, prepared learning and teaching resources, established systems and
infrastructure, implemented new teaching protocols, and revised curricula. However, for some schools,
the transition was smooth, while for others, particularly those from developing countries with limited
infrastructure, it was difficult (Pham & Nguyen, 2020; Simbulan, 2020). A learning environment that uses
the Internet and other technological devices and tools for synchronous and asynchronous instructional
delivery and academic program management is referred to as online learning (Usher & Barak, 2020;
Huang, 2019). Asynchronous online learning occurs without a strict schedule for different students,
whereas synchronous online learning involves real-time interactions between the teacher and the
students (Singh & Thurman, 2019).

Teachers who were accustomed to traditional teaching methods were forced to embrace technology
despite their lack of technological literacy. Online learning webinars and peer support systems were
launched to address this issue. Copeland and Fawaz (2021), investigated the effect of COVID-19 on the
mental health and coping mechanisms of college educators. According to Copeland et al. (2021), the
pandemic had a negative impact on educators' behavioral and emotional functioning, particularly
attention and externalizing problems (i.e., mood and wellness behavior) caused by isolation,
economic/health effects, and uncertainties. Students expressed concerns about learning and evaluation
methods, overwhelming task load, technical difficulties, and confinement in Fawaz et al(2021) .'s study.
Students actively deal with these issues by seeking help from their teachers and relatives and engaging
in recreational activities. Students' active-oriented coping mechanisms were consistent with Carter et
al(2020), who investigated students' self-regulation strategies. Suryaman et al. (2020) investigated how
people learned at home during the pandemic. Their findings revealed that students faced numerous
challenges in a home learning environment, including a lack of technological mastery, high Internet
costs, and limited interaction/socialization between and among students.

According to the findings of Kapasia et al. (2020), the confinement of students during the pandemic had
a significant positive effect on their performance. They attributed these findings to students' consistent
use of learning strategies, which improved their learning efficiency. The COVID-19 crisis has also
impacted the educational context in the Philippines. Because of the lockdown, classes were canceled.
Most colleges and universities also deal with current virtual learning challenges (Talidong & Toquero,
2020). Higher education institutions (HEIs) in particular are being urged to develop pandemic
management strategies to encourage positive health behavior among students (Akan et al., 2010). Given
the importance of all of the aforementioned conditions, the purpose of this study was to assess college
students' knowledge, attitudes, anxiety, and personal coping strategies during the COVID-19 pandemic
in Southern Philippines. The emergence of a coronavirus pandemic tested schools, teachers, students,
parents, and other stakeholders. The pandemic compelled teachers to play an important role in
facilitating and monitoring students' development. Modular teaching, as an alternative to learning
continuity, poses several difficulties. Teachers in the Philippines are still adjusting to the new normal
following the COVID-19 pandemic. Different challenges arise, particularly during this trying time, and
teachers use a variety of coping strategies to deal with them. Despite the difficulties, educators continue
to make learning possible, doing everything they can to adjust to the "new normal." High school
teachers in the Philippines are facing challenges as a result of the COVID-19 pandemic, which has
resulted in rapid changes to the country's educational system.

This study identified the difficulties that high school teachers faced and described their coping
mechanisms, which will aid in the resolution of issues that may arise during the implementation of an
alternative learning system. Based on the participant's coping mechanism, it attempts to suggest a
course of action to avoid these challenges. The majority of public schools employ printed self-learning
modules. Online distance learning, blended learning, homeschooling, and modular distance learning are
all available in digital or printed format. Only a few students, particularly those in remote areas, have
access to the internet because only a few have gadgets and there is a limited internet connection.
Despite the challenges posed by the COVID-19 pandemic, teachers continue to serve by creating
modules that serve as learning guides for students. Malipot (2020) emphasized the importance of
teachers discussing their concerns about modular distance learning. According to Macaraeg (2021), the
country's Teachers Dignity Coalition claims that modular distance learning has increased workload and
health risks.

International

In reality, if a person's mental health is supported, coping strategies for fighting COVID-19 will be more
adaptable, as the COVID-19 outbreak is treated as a psychological problem. Psychiatrists have played an
important role in society to implement coping strategies. Recently, the role of telehealth services has
been revealed as an ideal coping strategy. S. Keshvardoost, K. Bahaadinbeigy, and F. Fatehi (2020)

Psychosocial reactions to infectious disease outbreaks have the potential to have both immediate and
long-term mental health consequences (Van Bortel et al., 2016). Individuals can use a variety of coping
strategies to reduce psychological distress. Some coping styles are ineffective and may aggravate mental
health problems, whereas others may be effective at mitigating the nature and impact of these
psychological responses. The current COVID-19 pandemic is unique in terms of the number of countries
affected and the ease with which it can spread. When the survey was repeated four weeks later, the
levels of depression, anxiety, and stress experienced by Australian students during the COVID-19
pandemic remained elevated and stable (Wang et al., 2020b). Female gender, student status, and
coordinated somatic symptoms were all predictors of poorer mental health. Problem-focused coping (an
attempt to manage stressful situations) and seeking social support are two common coping strategies
used in response to previous pandemics. Khalil (2020) investigated the efficacy of synchronized online
learning in a Saudi medical school. According to the findings, students generally view synchronous
online learning positively, particularly in terms of time management and efficacy. They did, however,
report technical (internet connectivity and poor tool utility), methodological (content delivery), and
behavioral (individual personality) difficulties. Their findings also highlighted the online learning
environment's failure to meet the needs of courses that require hands-on practice, despite efforts to
implement virtual laboratories.

According to the transactional theory of coping, coping is an evolving process that changes in response
to context. When stressed, having a variety of coping strategies available may be an important precursor
to coping flexibility. Means-based analyses are commonly used in studies on the use of coping
strategies. In the face of stress, having a greater number of positive coping strategies available may
provide the individual with more resources to deal with stress. Coping is frequently studied in terms of
its ability to reduce negative outcomes. Academic achievement typically necessitates the ability to work
well under pressure (e.g., writing exams, and giving oral presentations). It has been discovered that the
ability to cope efficiently and employ more frequent positive-oriented strategies when under
stress/pressure is associated with better academic achievement. A count-based analysis will help to
determine whether having a variety of positive coping strategies available when stressed is associated
with long-term positive adjustment.

Teachers around the world, like their peers, are isolated from their studies. The sense of disconnection
and disappointment that can result from this status quo is a known cause of teacher burnout. According
to Christina Maslach, burnout is "a disorder of passionate exhaustion, depersonalization, and diminished
personal achievement that can occur in people doing things like 'human labor.' It is a response to the
ongoing and passionate tension of leading other people, especially when they are sad or distressed.
Various reasons for burnout include feelings of helplessness, loss of control, or debilitation. Not only are
educators learning new forms of instruction such as Zoom, Canvas, and Google Classroom, but they also
care about their GPA in general, and some brief information about the perception that undergraduates
are the most social. You need to plan for this new method so that you can continue to have
opportunities to share reflections, participate in real-life meaningful conversations, engage in
collaborative work in virtual spaces, incorporate socially responsive education, and leverage our best
contributions to create a safe, web-based learning environment. (Hart, 2020). According to an article on
how to reduce teacher stress and improve their ability to perform at their best. School pioneers can help
reduce teacher stress by creating work environments that benefit educators. Educators feel less
pressure and are more likely to pursue occupations under favorable working conditions. Schools can
also help reduce educator stress by fostering successful teacher-student relationships. One method for
accomplishing this is to use systems that reward positive understudy practices. Educators must also deal
with themselves so that they can deal with others. Educators lose their ability to think about others
when they are unable to effectively think about themselves (Ketchell, 2018).

Teachers' unions take a portion of state-funded education and fight to improve wages and working
conditions for individuals. The mix of educators can have a greater impact on state schools than on
other congregations of American culture. Educators' associations, which combine base-up and top-down
effects and strongly reinforce them, are exceptional in entertainer education and critical to
understanding America's publicly funded schools. My motivation here is to provide a raw and useful
picture of the vital role teachers' unions play in state-funded education and the need for Americans to
understand and improve state-funded schools. If there is, it is to suggest why unions are ignored at this
point (moe, 2020).In reality, if a person's mental health is supported, coping strategies for fighting
COVID19 will be more adaptable, as the COVID-19 outbreak is treated as a psychological problem.
Psychiatrists have played an important role in society to implement coping strategies. Recently, the role
of telehealth services has been revealed as an ideal coping strategy. S. Keshvardoost, K. Bahaadinbeigy,
and F. Fatehi (2020). Psychosocial reactions to infectious disease outbreaks have the potential to have
both immediate and long-term mental health consequences (Van Bortel et al., 2016). Individuals can use
a variety of coping strategies to reduce psychological distress. Some coping styles are ineffective and
may aggravate mental health problems, whereas others may be effective at mitigating the nature and
impact of these psychological responses. The current COVID-19 pandemic is unique in terms of the
number of countries affected and the ease with which it can spread. When the survey was repeated four
weeks later, the levels of depression, anxiety, and stress experienced by Australian students during the
COVID-19 pandemic remained elevated and stable (Wang et al., 2020b). Female gender, student status,
and coordinated somatic symptoms were all predictors of poorer mental health. Problem-focused
coping (an attempt to manage stressful situations) and seeking social support are two common coping
strategies used in response to previous pandemics.

Khalil (2020) investigated the efficacy of synchronized online learning in a Saudi medical school.
According to the findings, students generally view synchronous online learning positively, particularly in
terms of time management and efficacy. They did, however, report technical (internet connectivity and
poor tool utility), methodological (content delivery), and behavioral (individual personality) difficulties.
Their findings also highlighted the online learning environment's failure to meet the needs of courses
that require hands-on practice, despite efforts to implement virtual laboratories. According to the
transactional theory of coping, coping is an evolving process that changes in response to context. When
stressed, having a variety of coping strategies available may be an important precursor to coping
flexibility. Means-based analyses are commonly used in studies on the use of coping strategies. In the
face of stress, having a greater number of positive coping strategies available may provide the individual
with more resources to deal with stress. Coping is frequently studied in terms of its ability to reduce
negative outcomes. Academic achievement typically necessitates the ability to work well under pressure
(e.g., writing exams, and giving oral presentations). It has been discovered that the ability to cope
efficiently and employ more frequent positive-oriented strategies when under stress/pressure is
associated with better academic achievement. A count-based analysis will help to determine whether
having a variety of positive coping strategies available when stressed is associated with long-term
positive adjustment.

Teachers around the world, like their peers, are isolated from their studies. The sense of disconnection
and disappointment that can result from this status quo is a known cause of teacher burnout. According
to Christina Maslach, burnout is "a disorder of passionate exhaustion, depersonalization, and diminished
personal achievement that can occur in people doing things like 'human labor.' It is a response to the
ongoing and passionate tension of leading other people, especially when they are sad or distressed.
Various reasons for burnout include feelings of helplessness, loss of control, or debilitation. Not only are
educators learning new forms of instruction such as Zoom, Canvas, and Google Classroom, but they also
care about their GPA in general, and some brief information about the perception that undergraduates
are the most social. You need to plan for this new method so that you can continue to have
opportunities to share reflections, participate in real-life meaningful conversations, engage in
collaborative work in virtual spaces, incorporate socially responsive education, and leverage our best
contributions to create a safe, web-based learning environment. (Hart, 2020).

According to an article on how to reduce teacher stress and improve their ability to perform at their
best. School pioneers can help reduce teacher stress by creating work environments that benefit
educators. Educators feel less pressure and are more likely to pursue occupations under favorable
working conditions. Schools can also help reduce educator stress by fostering successful teacher-student
relationships. One method for accomplishing this is to use systems that reward positive understudy
practices. Educators must also deal with themselves so that they can deal with others. Educators lose
their ability to think about others when they are unable to effectively think about themselves (Ketchell,
2018).

Teachers' unions take a portion of state-funded education and fight to improve wages and working
conditions for individuals. The mix of educators can have a greater impact on state schools than on
other congregations of American culture. Educators' associations, which combine base-up and top-down
effects and strongly reinforce them, are exceptional in entertainer education and critical to
understanding America's publicly funded schools. My motivation here is to provide a raw and useful
picture of the vital role teachers' unions play in state-funded education and the need for Americans to
understand and improve state-funded schools. If there is, it is to suggest why unions are ignored at this
point (Moe, 2020).

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