Teachers' Experiences of Stress and Their Coping Strategies During COVID-19 Induced Distance Teaching

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Teachers’ experiences of stress and their coping

strategies during COVID-19 induced distance


teaching

AILEEN L. RODRIGUEZ
TEACHER III
TORRES ELEMENTARY SCHOOL
MAPANDAN DISTRICT

The COVID-19 pandemic resulted in unprecedented actions in the area of education:


From the 13th of March to the 23rd of April, all schools in Germany were closed, and teachers
had to teach their students from home. Thereafter, schools opened partly and stepwise. In
Germany, the distance teaching imposed by the COVID-19 pandemic was a mixture of
traditional public schooling and homeschooling. Whereas schools set up the curriculum and
teachers provided tasks and instructions, parents were expected to implement these tasks and
instructions.

Neither the parents nor the teachers were well prepared to master the multiple
challenges these changes imposed on them. Many parents experienced unstructured
task transmission by teachers and a lack of teacher feedback, whereas teachers
struggled with keeping their relationships to their students and missed advice and
support from their schools. Presumably, the gap in students’ achievement between
families of high and low socioeconomic status will be widened due to differences in
material and educational resources, living space, or availability of time, when children
were taught at home.

Little is known about factors that contributed to difficulties of teachers to ensure


continuation of instruction, when most teaching was conducted from home. For
example, schools and teachers became increasingly dependent on digital tools for both
teaching and communication processes. Whereas for some teachers, using the internet,
communicating via social-media channels or using video-conference tools did not pose
a real problem, other teachers might experience remote teaching as a burden.
Depending on their (technical) skills some teachers may have perceived the situation as
positive, whereas others considered it as irrelevant. Moreover, others may have
perceived it as negative and. If the latter is the case, it can be a potential stressor and
might in turn result in the experience of stress and lower well-being.
Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching
AILEEN L. RODRIGUEZ TEACHER III TORRES ELEMENTARY SCHOOL MAPANDAN DISTRICT The COVID-19
pandemic resulted in unprecedented actions in the area of education: From the 13th of March to the 23rd
of April, all schools in Germany were closed, and teachers had to teach their students from home.
Thereafter, schools opened partly and stepwise. In Germany, the distance teaching imposed by the
COVID-19 pandemic was a mixture of traditional public schooling and homeschooling. Whereas schools
set up the curriculum and teachers provided tasks and instructions, parents were expected to implement
these tasks and instructions. Neither the parents nor the teachers were... (only first 800 chars shown)

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