Prior to the COVID-19 pandemic, the use of Self-Learning Module (SLM) with the alternative learning delivery modalities (modular, television-based, radio-based instruction, blended, and online) was not common for most teachers and learners; as a result, they had limited, to no, experience. Though the department of education made such a reactive response by capacitating teachers through webinars and online workshops, given the limited time frame of preparation, teachers were pushed to restructure their teaching strategies and apply what they learned in delivering basic quality education under the new modality. This unprecedented transition added pressure, combined with other areas of life impacted by COVID-19, had serious ramifications on teacher mental health.
Recent studies revealed that during lockdown, teachers suffered stress from having to adapt with the changes in the modality of delivering lessons and updating and responding to queries through various communicative devices, social apps, and media platforms. This stress has often been accompanied by symptoms of anxiety, depression, and sleep disturbance as a consequence of the increased workload.
In addition, Amri et al. (2020) found that the magnitude of teacher burnout, and other factors associated to teacher anxiety, has shown that the risk factors for burnout during this confinement period are the use and development of skills in new information and communication technologies.
Moreover, circumstances such as getting exposed and infected with the virus have affected the delivery of learning modalities. Under IATF guidelines, COVID-19 patients must be quarantined at isolation facilities for at least 14 days. This confinement period at isolation centers could amplify existing mental health issues that, when prolonged, could lead to chronic physical illness.
Consequently, teachers whose colleagues are under quarantine had no choice but to share the classroom responsibilities of their isolated coworker, adding more workload in their already busy schedule. Thus, with fewer employees and more responsibilities, nonconformities or weak points such as errors and lapses are most likely to happen. In contrast, Mariusz Ligarski, in his research study in 2010, posited that the greater the number of employees in the workplace, the more specifically and evenly duties and responsibilities are distributed.
Having these situations, established routines and teacher interactions with their learners are disrupted which likely could magnify existing stress and cause confusion between and among teachers, learners, parents and family members.
With the disrupted teacher-learner interactions, a number of consequences were observed among learners; most of which affect mental stability.
• Disruption of learning: the limited access to education and social interactions with the teacher, classmates, and friends indicates a deprivation of learners’ personal development.
• Poor training of parents for self-learning modules: This situation can be traced from the low-level educational background of parents or guardians, so that over again, the marginalized families are affected to a greater degree.
• Unequal access to information and communication technologies: Low-socioeconomic status, once again, impedes real time feedback, updates, queries, and assistance from teachers with the learners’ Self-Learning Modules.
• Lack of childcare: Working parents have to leave the house to keep food on the table. Without guardians, the children are left alone at home, and with it, various undesirable outcomes could happen.
• Increased student dropouts: The prolonged closure of schools contributed to the decline of enrolled students nationwide.
These observable consequences among teachers and learners may not have abrupt solutions, as we battle against an enemy that necessitates self-discipline, empathy, respect for authority, and unity in diversity. Only then with the presence of these elements in us can we obtain victory against the dreadful virus. The sooner we have a singleness of mind, the sooner we get back to normal.
Despite the presence of the virus, the disruptions it caused, and the consequences resulted therein, with the continuous support of the government and the cooperation of the community, teachers, parents, learners, and other stakeholders, we carry on with our duties and responsibilities in providing quality, equitable, culture-based, and complete basic education.
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