View of Duality of roles: understanding the work performance of teaching mothers on modular distance learning in the first Districtof City Division of Santa Rosa, Laguna

(1)

Technium

44/2023

2023 A new decade for social changes

Social Sciences

Technium.

(2)

Duality of roles: understanding the work performance of teaching mothers on modular distance learning in the first Districtof City Division of Santa Rosa, Laguna

Genell A. Delgado

University of Perpetual Help [email protected]

Abstract. Teaching is hard to perform specially during this trying time of the COVID 19 pandemic. Much more if the teachers themselves as performing dual roles as both teacher and mothers. This qualitative phenomenological study determined how teachers who are also mothers hurdle their dual roles and the factors that affect performance as a mother and teacher.

Fifteen (15) purposely selected participants comprised the sample for this study. The participants were selected along the following inclusion criteria namely, an elementary school teachers in Santa Rosa Laguna, mothers with or without husbands or partners, have children of school-age and also attending home-schooling through virtual learning and other alternative learning modes, have expressed difficulties in coping with stressors in performing roles due to several factors of economic and psychosocial in nature and with teaching experience of not less than three (3) years; and under the implementation of modular distance learning. From the interpreted meanings nine (9) themes emerged as follows: (1) The Need to be Creative and Innovative; (2) Positive and Negative Sides of Technology; (3) Adapting to new Emerged Teaching Strategies is not easy; (4) Own Children need not be Sacrifice; (5) Compliance with the School Requirements; (6) Economic Condition and Teacher-Mothers Challenges; (7) Performing Dual Roles is Stressful; (8) Balancing Role as Teachers and as Mothers; and (9) Teaching is more difficult to Perform. On the whole, the results of this study can serve as basis for finding alternative solutions to unburden the mothers in their situation; provision of support to teachers in maintaining their effective professional qualities; consideration in upgrading salary of teachers; creation of stress management program; enhancement of teacher’s self-worth; and improvement in teachers’ practice and time management.

Keywords. duality of roles, work performance, teaching-mothers, modular-distance Learning

Introduction

The role of teachers cannot be discounted as easy to perform; more so if the teachers themselves are mothers. Even before the onset of COVID-19 pandemic, performing these duals roles brought big impacts on the mental, physical, social and economic status of working mothers globally (Vahratian, Blumberg, Terlizzi.&Schiller, 2021;.Kirwin & Ettigner, 2021;

Quickfall, 2020; Ehsan & Jahan, 2021) The contribution of stress to anxiety and mental disorders were revealed also in other studies (Wang et al., 2020; Huang & Zhao,2020;

Vindegaard & Benros, 2020; and Pappa et al., 2020), , as cited by Ehsan & Jahan, ,2021). On Technium Social Sciences Journal

Vol. 44, 436-448, June, 2023 ISSN: 2668-7798 www.techniumscience.com

(3)

the other hand, Li et al., (2020) found that economic factors significantly contribute to how working mothers experienced stress.

Aside from these, there are critical demands on teachers who are also mothers namely, dealing negative behavior of students and frequent absenteeism, administrative demands and lack of teaching materials (Lambert et.al). Moreover, these teachers face issues like feelings of distress due to closure of schools and overwhelming experience by the change of teaching modalities from the face-to-face modalities to virtual teaching; social confinement had substantially transformed the work scenarios of the educators; and affected the health of teachers of all levels (Carnese, 2020; Di Vincenzo, 2020; Favant, 2020; Fernández, 2020;

Figueroa - Díaz, 2020; Santoro, 2020; Vallejos, 2020).

MacIntyre et al., (2020) suggests that school teachers who are also mothers should receive support from the school, community and specialized training; higher risk of occupational stress in those teachers who perceived high demands and low resources (Kebbi, 2018); uncertainty about the duration of the pandemic and its possible impact on the economic situation especially connected with increases in prices and low teacher salary, the physical distancing from social support networks, among others (Sánchez Mendiola et al., 2020)

From the above, it was clearly pointed out that teachers who are also mothers could be the most burdened working mothers, This is because, the demands on them do not only center on their own or family’s welfare but also on their students learning and development. Hence, supporting teachers is important in order for them to perform well in both their roles as mothers and as teachers too, particularly during the implementation of the modular distance learning (Gorlewski, 2020; Weisberger, 2021; Dali, 2020; Tolliver, 2019).

The challenges could be related to coping on the demand of technology integration in teaching-learning assessment process and other psychological and social contributory factors;

failure to cope well with the stress of performing multiple roles can result in physical and emotional exhaustion which will eventually lead to poor performance in both roles. In these situations, there is a need to understand the sources of stress and how teacher-mothers could identify appropriate coping strategies (Gorlewski, 2020; Weisberger, 2021; Dali, 2020;

Tolliver, 2019).

The purpose of this study is to describe the work performance of teacher-mothers involving the mechanisms, strategies or actions they did or are doing to cope with the challenges and the meaning and essence of such experiences. Another is to recommend an action plan for teachers and school administrators to effectively deal with stressors and address the difficulties related to teachers’ performance.

Literature Review

Teaching-mothers faced issues in terms of maintaining their work-life balance, managing space and resources for online teaching, and learning a new set of skills in order to teach online, which affect their mental health (Kalsoom, 2021; Utami et.al , 2021 ). One solution to maintain sound mental health is to get positive influences in the teaching professions through proactive changes like promoting self-esteem and encouraging students, parents, co teachers to talk about their worries and air their concern to school authorities for possible support system;

they are important in productive work outcomes (Murphy,2018).

Studies point to some contributory variables such as teachers’ socio demographic profiles to their ability to complete task, job satisfaction and or performance (kim, M, 2021).

Other variables are affecting teachers performance are teachers’ membership, mentoring experience, genders, job satisfaction, classroom climate and teacher collaboration; are Technium Social Sciences Journal

(4)

moderated by teacher’s self-efficacy; sex, age; educational attainment; length of service in teaching, number of seminars and trainings attended; role of educational activities, learning instruction and use of modules (Perera, Claskins & Part, 2019; Paschal, 2021; Salvan &

Hambre, M., 2020; Francisco,2020;; Grissom, Jason et al ,2021; Seyedi et. al, 2019; Zaib, 2020).

As to necessary qualifications for school teachers or school heads in the elementary and secondary schools have the necessary qualifications required by their positions but are lacking in organizational skills; high qualification in terms of experience is important;

leadership practices and teacher performance are likewise important (Radjuni & Abubakar, 2022; Grissom, Jason A et al, 2021; Abun et al, 2021; Seyedi-Andi et. al,2019; Zaib, 2020;

Cherry & Fabelico, 2021).

The onset of COVID 19 PANDEMIC has brought tremendous stress and burnout on teachers in almost all nations in all educational levels which resulted in modifying their way of working (Rubilar & Oros, L., 2021). As such maintain sound personal and interpersonal qualities are becoming increasingly important (Robinson, 2017; AITSL, 2017; Drago-Severson

& Maslin-Ostrowski, 2018). However the most challenging aspect of teaching and learning for teachers performing varied roles during the new normal is the application of social media learning. There is a need to adapt to emerging use of technology; create a system of transparency through feedback mechanisms; and decision to consider which social media platform is best to apply in teaching and learning (Wilde & Hsu, A., 2019; Yang, et.al, 2016; Elliott &

Hollingsworth, 2020; Elliott, 2019; Cho et. al, 2021; WeiBenfels et. al, 2021).

When teacher collaboration is focused on improving instruction in schools, it is more likely to establish real competence and so strengthen teachers' belief that they have the potential to meet student learning goals; there is a need to change specific area of a school, organization, or system, rather than a change to people's belief systems or work habits; and, develop self- awareness and personal well-being (Domenech et.al, 2017; AITSL, 2017; Drago-Severson &

Maslin-Ostrowski, 2018).

A teacher’s use of coping strategies may directly impact on their levels of stress, attrition, job satisfaction, and quality of work. These strategies are especially important for teachers (Kebbi and Al-Hroub , 2018; Embse and Mankin (2020; Mahrooqi and Denman, 2018).

Teachers used of combination of multiple emotional coping styles including several strategies are offshoot of their experience, growth and development (Levy and Kassabri, 2021).

During the epidemic, many countries' colleges, secondary schools, and elementary schools embraced an online education technique (Lestari & Gunawan, 2020; Wu, 2021). The phenomenon of distance learning is globally being felt, so as in the case of the Philippine educational system (Child-hope Philippines Incorporated, 2021). In the context of the online teaching and learning in the Philippines, Toquero &Talidong (2020) said that the Filipinos even before the onset of COVID19 pandemic have been using digital technology for social communication.

However, pure online teaching has not been the prevalent practice prior to the emergence of the pandemic because the most applied instructional methods were roll call, lectures and in-class assignments; many students including teachers do not have access to internet and lacked technical expertise making teaching and learning a struggle for them;

collective efficacy is associated with teachers’ instructional techniques like peer support and sharing of expertise; and the need for assessment of impact of instructions; manifest extensive use of teaching materials, which is an indicator of the extent of possession of teachers in both theory and practice; and integrate theory and practice with social media learning tools (Wu, S.

Technium Social Sciences Journal Vol. 44, 436-448, June, 2023 ISSN: 2668-7798 www.techniumscience.com

(5)

2021; Owysu-Fourdjur et.al, 2020; Berebitsky & Salloum’s, 2017; Hattie & Zierer, 2018; Corry and Stella (2018).

Teaching and learning should adapt to the continuous innovative practice such technological innovations as one of the most important innovations in the present time as there here are many positive outcomes on the use of social media learning to students’ performance;

increased social connectivity and belonging, personal contentment and self-esteem, emotional;

on the other hand, social media use takes away the attention of the children to their concentration in their studies particularly when students multitask like emailing, texting, games and Facebook;

internet helps in sharing information, for entertainment and research; and mobile phones should be used mainly for communication and not doing school work (Charmaraman and Richer, 2018;

Felisoni et al., 2018; Chawinga, 2017; Moghavvemi et al., 2018; Liu et al., 2017; Liu, Kirshner

& Karpinski, 2016; Cobanoglu & Yurek, 2018). In consideration of these teachers and other educational managers’ practices should be defined to address the demands of the new normal (Leithwood et al., 2020; Aureada,2021; Owusu-Fordjour & Koomson ,2020; Dutta & Smita, 2020)

Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. (Embse et al, 2019). It is essential that teachers have the skills they need to be able to introduce technology into their teaching practice particularly in delivering lesson and evaluating performance of students (Batanero et al, 2021).

Methodology

This study applied the qualitative phenomenological method (Van Mannen, 2014;

Creswell & Poth, 2018); which described the essence of the lived experience of 15 teachers from three elementary schools in Santa Rosa, Laguna, Philippines. The participants were selected along the following inclusion criteria namely, an elementary school teachers, mothers with or without husbands or partners, have children of school-age and also attending home- schooling through virtual learning and other alternative learning modes, have expressed difficulties in coping with stressors in performing roles due to several factors of economic and psychosocial in nature and with teaching experience of not less than three (3) years; and under the implementation of modular distance learning .The treatment and analysis of data, the researcher utilized Moustakas’ (1994) data analysis and procedures and guidelines for assembling the textural and structural descriptions; and likewise adapted the concept of validity and reliability as espoused by Wolcott (2010) and Creswell and Poth (2018). One strategy to understand researcher’s bias is through reflexivity (Johnson and Christensen, 2000, p. 207). The actions carried out in this work complied with the international ethical recommendations for research with human beings (American Psychological Association, 2017).

Results and discussion

Nine (9) themes were culled from the significant statements of the participants. These themes were the interpretation that revolved around two general questions of textural (What), what is the participants’ lived experience in performing dual roles as both mothers and teachers during the implementation of modular distance learning approach? And Structural (How), how do the teaching mothers cope with their teaching and parenting roles while conducting modular distance learning?

From the answers of the participants nine (9) themes were culled as follows:

(6)

The need to be creative and innovative- New times call for new innovation in order to adapt, teacher Elsa said “as a teacher to deliver an effective lesson to the students, teaching strategies need to be creative and innovative. As a result of this predicament, a new phrase in academia has emerged: emergency remote education. (Lestari & Gunawan, 2020; Wu, 2021).

Positive and Negative Sides of Technology- Among the many benefits of social networks are their ability to facilitate interaction between teachers and students in the educational setting, avoiding face to face interaction, however, not all mobile devices are used for educational reasons; young people who are well-adept at the use and application of mobile technologies and use this technology for games and other social media entertainment. But, can lead to the empowerment of the people and the government; integrating social media into the classroom can be a powerful pedagogical strategy (Molle et.al, 2017).

Adapting to new Emerged Teaching Strategies- There are difficulties in adapting to new emerged modalities of teaching such as on-line teaching modular and blended teaching and learning through the use of internet and computer. As Elsa said: “Virtual teaching and learning offers several benefits for a teacher like me who wants flexible schedule.” On the other hand, Online learning flat forms have lots of attention such as adaptability issue, technical issues, inadequate knowledge and skills on the use computer and its applications and time management problem (Sánchez Mendiola et al., 2020; Quickfall, 2020).

Own Children need not be Sacrifice- It was revealed that mothers who are teachers, due to their commitment as teachers, have to let their own children to study be themselves making them independent; hence making them feel guilty that in a way they are neglecting their own children. This was affirmed by Flor who said: “Since I am working mother/teacher who spends half of my time at work, it is challenging for me to meet all the demands of my four children; while Malen said: We do have many roles like teaching and doing household chores.”

In these regard San Jose, Concepcion (2022) recommends that the Department of Education give attention and support through tutorial assistance and tapping or assistance of the Local Government Units in finding alternative solutions to unburden the mothers in their situation.

Furthermore, there are demands not being addressed such as students’ behaviors and administrative demands of teaching administrative demands specially connected with teaching in the new normal conditions; effective change need to be applied (Lambert et. Al, 2020;

MacIntyre et al., 2020; Kebbi, 2018

Compliance with the School Requirements- modular distance, blended learning, and preparation of modules, arranging for the application of on-line teaching, teachers have problems with compliance with the demands of the school in terms of paper works, plus the need for educational supervisions of their own children, thus children are being sacrifice. As Janice said: “As a mother of two young children and as a teacher, I sometimes experienced struggles it’s because I have to balance my work and at the same time I have to fulfil my task as a mother.” Aside from these mothering roles, teachers perform supervision, evaluation of instruction and the monitoring student progress; completion of the school's mission, management of curriculum and instruction, supervision and support teaching, monitoring of student development, and establishing an effective instructional climate are all functions of the school head, (Leithwood et al., 2020; Aureada,2021).

Economic Condition and Teacher-Mothers Challenges- Another concern was expressed by participant Soledad who said: “During pandemic we’ve experience virtual or online learning and all I can say is that it is very challenging, not all of my pupils have an internet connection and as expected I cannot have a 100% complete attendance due to so many problems.” According to an article published by Child Hope Philippines Incorporated in 2021, Technium Social Sciences Journal

(7)

there are different factors that create disparity of learning among Filipino school children; and one of such factors is due to economic reasons. Many of underprivileged school children are having hard times due to access to technology and adapting to other modes of distance learning modalities. The onset of the pandemic significantly caused extreme concerns on teachers; they need to identify the causes and to deal with those, the application of technology contributes to stress, performance is impaired due to overlapping roles (Rubilar and Oros, 2021; Carnese, 2020; Di Vincenzo, 2020; Favant, 2020; Fernández, 2020; Figueroa Díaz, 2020; Santoro, 2020;

Vallejos, 2020).

Performing Dual Roles is Stressful - As another participant “Stress management is important for a teacher and as a parent like me, I would say that stress decreases my ability to educate my students properly. Too much leads to reports to be submitted immediately are so stressful. If the stress left unaddressed it can lead to anxiety and negatively impact in work performance.” The combination of stressors and coping affect work performance particularly after repeated exposure to stressor; as such behavior management is important and school’s intervention and school authorities for possible support system (Embse et al, 2019; Batanero et al, 2021; Kalsoom, 2021; Murphy,2018; Utami et.al, 2021). These stressors demand appropriate coping behavior since failure to address stressor impact job satisfaction and quality of work, coping strategies are important and crucial; and impact decision making abilities (Kebbi and Al-Hroub , 2018; Embse and Mankin, 2020; Mahrooqi and Denman, 2018; Levy and Kassabri, 2021). In order to address these, teachers have to grasp of their self-worth, personal well-being and self-awareness (including emotional intelligence, empathy, and resilience, social awareness and management; and the ability to adapt to new situations is critical. (Drago-Severson & Blum- DeStefano, 2016; Drago-Severson & Maslin-Ostrowski, 2018). A well-defined set of cognitive, social, and psychological personal resources is required. (Leithwood et al. 2020).

Balancing Role as Teachers and as Mothers - It is understood that teachers need to balance their commitment towards teaching and parenting. As one participant pointed out “I have to address the needs of my learners, as well as assisting my child in answering her activities and prepare her needs too.” In addition to this, Nadia said: “During modular distance learning, we have to report to school for distribution and retrieval of modules, answer students’ questions as well as make announcements about my students; online class”. Work and life balance is manifested through the self-efficacy of the teaching mothers. Self-efficacy of leaders is important in adapting and meeting challenges involve in practice (Elliott & Hollingsworth, 2020); knowing the extent of one’s self-efficacy could lead to focus on how to improve self and boosting student results (Elliott, 2019), which could be done only when teachers and other educational leaders are able to use knowledge as an educational tool for decision-making (Robinson, 2017).

Teaching is Difficult to Perform - Only 2 of the 15 participants have said that being a mother is harder than being a teachers. Jennie said; “For me, I believe that being a teacher is stressful because teacher work longer hours which often leads to burnout and anxiety,: Another is uttered by Minda who said: “As someone who have experienced stress connected with teaching and parenting, what recommendation I think the most stressful is as a teacher. It’s because you have so many things to consider like attitudes, discipline, parents involvement and so many others s could you give to other teachers who are also mothers in for them to cope with the stressor.” While Meldy said: “I think I am more stress being a teacher. There’s a lot of measuring pattern, there where they believe they could measure effectiveness, so I’m a bit stress than being a mother. Because I believe there is no perfect formula as mother.” Although there have been several recent intervention studies in the domain of teacher stress, there has been no Technium Social Sciences Journal

(8)

systematic review to compare the type and effectiveness of teacher stress interventions. (Embse et al, 2019). It is essential that teachers have the skills they need to be able to introduce technology into their teaching practice particularly in delivering lesson and evaluating performance of students (Batanero et al, 2021).

Conclusion

From the verbatim accounts of the participants, nine (9) themes emerged from which the following conclusions were derived.

Teaching during the New Normal needs creativity and innovation in the part of the teacher-mother. This is because of the call of the time, which we are not prepared due to observance of social distancing which is necessary in observance of the health protocol as mandated by our government. One of such innovative approaches required of the teachers is knowledge and skills in the use of communication technology; however, achieving of such entails internet connectivity, lack of gadgets and most of all not everyone can afford it. Out of the idea of using social media as a platform for educational purposes, necessitate application of emerged teaching strategies like online education or the use of internet, blended learning or the combinations of limited face-to-face approach with strict following of health protocol being imposed by the government; and the modular distance learning, or the application of prepared lessons in modules distributed to the learners, partially through the help of online method for clarifying difficulties of the learners.

However the application of such brings additional burden to teacher because they of giving enough attention to their own children. Yet, they need to maintain balance in acting both roles as teacher-mother. Added to this is the demand from meeting standards of the school as to requirements and other paper work. Much more is the low salary they are receiving, which do not compensate for all efforts they are rendering. Aside from these stressors and coping affect both performance of the teachers, in schools at home. Hence, it is understood that teachers need to balance their commitment towards teaching and parenting. But, teaching is a more demanding task, however, given the demand of the profession it does not mean neglect on the role as mother.

Recommendations

This study recommends that the Department of Education to give attention and support through tutorial assistance and tapping or assistance of the Local Government Units in finding alternative solutions to unburden the mothers in their situation

School Management to provide support to the teachers in maintaining their effective professional qualities by giving positive supervision, effective students monitoring and assessment model as well as maintaining a healthy working environment to the teachers.The Government should observe salary standardization system that promotes equity and equality especially to teachers

The combination of stressors and coping affect work performance particularly after repeated exposure to stressor; as such behavior management is important and school’s intervention and school authorities for possible support system

Teachers need to specify what causes their stress and work on making use appropriate coping strategies, School should give support to teachers in terms of uplifting teachers’ self- worth through recognition of their effort, giving proper incentive and discouraged teachers extra work to be done at home.

(9)

School administrator must not overload teachers, they need to measure time and how time should be divided so as not to affect performance as teachers and as mothers; for teachers practice time management.

References

[1] Abun, Damianus & Asuncion, Sonny & Lazaro, Janette & Magallanes, Theogenia &

Nimfa, C.. (2021). The effect of educational attainment, length of work experience on the self-efficacy of teachers and employees. International Journal of Business Ecosystem & Strategy (2687-2293). 3. 16-28. 10.36096/ijbes.v3i2.258.

[2] Al-Mahrooqi & Denman (2019). Coping Styles and Satisfaction with Classroom Management Techniques among Oman Public School EFL Teachers. Social Studies and Humanities

[3] American Psychological Association (2017). Ethical Principles of Psychologists and Code of Conduct. Washington, DC: American Psychological Association. Google Scholar APA (2017) toward a better research on stress and coping. Retrieved on April 6, 2022 from https://psycnet.apa.org/doiLanding?doi=10.1037%2F0003- 066X.55.6.665

[4] Aureada, J. U. (2021). The Instructional Leadership Practices of School Heads.

International Journal of Educational Management and Development Studies, Volume 2, Issue 2, pp. 75 - 89.

[5] Batanero & Rebollo (2021). Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review. Environmental Research and Public Health. Volume 18. Issue 2 Berebitsky, D., & Salloum, S. J. (2017). The relationship between collective efficacy and teachers’ social networks in urban middle schools. AERA Open, 3(4).

http://doi.org/10.1177/2332858417743927

[6] Carnese, F. (2020). Teachers Ask for Psychological Help in the Pandemic]. Available online at: https://www.lmneuquen.com/los-docentes-piden-ayuda-psicologica-la- pandemia-n705934 (as cited by Rubilar, N. and Oros, L., 2021).

[7] Castroverde, F., Acala, M. (2021) Modular distance learning modality: challenges of teachers in teaching amid the Covid-19 pandemic. International Journal of Research Studies in Education 2021 Volume 10 Number 8, 7-15 . Retrieved on May 25, 2022 from

https://www.researchgate.net/publication/352746170_Modular_distance_learning_m odality _Challenges_of_teachers_in_teaching_amid_the_Covid-19_pandemic

[8] Cherry, Joy & Aquino, & Fabelico, Fitzgerald & Afalla, Bonimar. (2021). Managing educational institutions: School heads' leadership practices and teachers' performance.

International Journal of Evaluation and Research in Education (IJERE). 10. 1325- 1333. 10.11591/ijere.v10i4.21518.

[9] Child-hope Inc (2021) The Current Education Issues in the Philippines and how Child- hope Rises to the Challenge. Retrieved on May 3, 2022 from https://childhope.org.ph/education-issues-in-the-philippines/

[10] Child-Hope (2021) Getting to Know the Philippine New Normal in Education.

Retrieved on May 24, 2022 from https://childhope.org.ph/new-normal-in- education/#:~:text=New%20Normal%20Learning%20Challenges,cost%20of%20sch ool%2 Dbased%20learning.

(10)

[11] Cho, Yoonyoung; Avalos, Jorge; Kawasoe, Yasuhiro; Johnson, Douglas; Rodriguez, Ruth. 2021. The Impact of the COVID-19 Pandemic on Low Income Households in the Philippines : Impending Human Capital Crisis. COVID-19 Low Income HOPE Survey;. World Bank, Washington, DC. © World Bank.

https://openknowledge.worldbank.org/handle/10986/35260 License: CC BY 3.0 IGO [12] Corry, M. and Stella, J. (2018) Teacher self-efficacy in online education: a review of

the literature. Retrieved on May 4, 2022 from

https://journal.alt.ac.uk/index.php/rlt/article/view/2047

[13] Creswell, J. and Poth, C. (2018). Qualitative Inquiry and Research Design. Thousand Oaks, CA: Sage

[14] Dalli, K. (2020).Teachers Who Are Mothers face More Stress During Remote Learning Consumer Affairs. Study finds www.consumeraffairs.com

[15] Dayagbil, F. T., Palompon, D.R., Garcia L. and Olvido, MM. (2021) Teaching and Learning amid and beyond Pandemic. Retrieved on June 14, 2022 from https://www.frontiersin.org/articles/10.3389/feduc.2021

[16] Di Vincenzo, D. (2020). Teacher Quarantine: Between Bottles, Shopping and Virtual Classes]. Buenos Aires: Infobae (as cited by Rubilar, N. and Oros, L., 2021).

[17] Drago-Severson, E., & Blum-DeStefano, J. (2018). Leading change together.

Developing educator capacity within schools and systems. ASCD.

[18] Dutta, S. and Smita, M. (2020) Impact of COVID-19 Pandemic on Tertiary Education in Bangladesh: Students’ Perspectives. Open Journal of Social

Sciences, 8, 53-68. doi: 10.4236/jss.2020.89004.

[19] Ehsan, A. & Jahan, F. (2021) Analysing the impact of COVID-19 on the mothers of Bangladsh: hearing the unheard. Retrieved on Jaune 15, 2022 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7952219/

[20] Elliott K., & Hollingsworth, H. (2020). A case for reimagining school leadership development to enhance collective efficacy. Camberwell, Australia: Australian

Council for Educational

Research.https://research.acer.edu.au/cgi/viewcontent.cgi?article=1006&context=edu catio nal_leadership

[21] Elliott, K. (2019). Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. (PhD thesis, The University of Melbourne). Retrieved on March 1, 2022 from https://minerva- access.unimelb.edu.au/handle/11343/228901

[22] Etchells, Matthew J., Brannen, Lilian & Jordan Donop (2021). Synchronous Teaching and Asynchronous Trauma: Exploring Teacher Trauma In The Wake Of Covid-19, Social Sciences And Humanities Open Volume 4, Issue 1, 100197

[23] Favant, B. (2020). The Testimony of Teachers from Santa Fe: “The Classrooms Were Never Empty”]. Available online at: (as cited by Rubilar, N. and Oros, L., 2021) [24] Fernández, M. (2020). Teachers, Overwhelmed in the Midst of the Pandemic: “My

Day to Day Turned Into Chaos”]. Buenos Aires: Infobae. (as cited by Rubilar, N. and Oros, L., 2021)

[25] Figueroa Díaz, A. (2020). Teachers, Quarantine and the Overload of Distance Classes]. Página Available online at: https://www.pagina12.com.ar/263725-los- docentes-la-cuarentena-y-la-sobrecarga-de-las-clases-a-d as cited by Rubilar, N. and Oros, L., 2021

(11)

[26] Francisco, A. (2020). Teachers’ Personal and Professional Demographic Characteristics as Predictors of Students Academic Performance in English.

International Journal of Management, Technology, and Social Sciences. Vol. 5, No.

2, pp. 80-91

[27] Grissom, Jason A., Anna J. Egalite, and Constance A. Lindsay (2021). “How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research.” New York: The Wallace Foundation. Available at http://www.wallacefoundation.org/principalsynthesis

[28] Huang Y, Zhao N. Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: a web-based cross-sectional survey.

Psychiatry Res. 2020;12:112954. doi: 10.1016/j.psychres.2020.112954. [PMC free article] [PubMed] [CrossRef] [Google Scholar]

[29] Hobfoll, S E, (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, pp. 513–524. Abstract | Abstract + References | PDF (1354 K) as cited by Khrone, H. (2021)

[30] Kalsoom, Qudsia (2021). Covid-19: Experiences of Teaching-Mothers In Pakistan, Journal of Gender Studies

[31] Kassabri and Levy (2021). Female Teachers Coping Styles with Negative Emotions In Student Aggression. European Journal of Psychology of Education

[32] Kebbi M. (2018). Stress and Coping Strategies Used By SpecialEducation and General Classroom Teachers. Volume 33. No.1

[33] Kirwin M. & Ettigner A. (2022) Working mothers during COVID-19: a cross-sectional study on mental health status and associations with the receipts of employment

benefits. Retrieved on June 16, 2022 from

https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-021-12468-z [34] Lambert, R., Boyle, L., Fitchett, P., and McCarthy, C. (2019). Risk for occupational

stress among US kindergarten teachers. J. Appl. Dev. Psychol. 61, 13–20. doi:

10.1016/j.appdev.2018.07.003 as cited by Rubilar, N. and Oros, L., 2021

[35] Lazarus, R S and Folkman, S, (1986). Cognitive theories of stress and the issue of circularity. In M H Appley and R Trumbull (Eds), (1986). Dynamics of Stress.

Physiological, Psychologcal, and Social Perspectives (pp. 63–80). New York,:

Plenum. Abstract-PsycINFO | $Order Document as cited by Khrone, H. (2002) [36] Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful

school leadership revisited. School Leadership and Management, 40(1), 5 – 22.

https://doi.org/10.1080/13632434.2019.1596077

[37] Llego, M. (2022) DepEd Learning Modalities for School Year 2021-2022) Retrieved on September 7, 2022 from https://www.teacherph.com/deped-learning-delivery- modalities/

[38] Lestari, P. A. S., and Gunawan, G. (2020). The Impact of Covid-19 Pandemic on Learning Implementation of Primary and Secondary School Levels. Indonesian J.

Elem. Child. Educ. 1 (2), 58–63 (as cited by Wu, S., 2021)

[39] Li S, Wang Y, Xue J, Zhao N, Zhu T. The impact of COVID-19 epidemic declaration on psychological consequences: a study on active Weibo users. Int J Environ Res Public Health. 2020;17(6):2032. doi: 10.3390/ijerph17062032. [PMC free article]

[PubMed] [CrossRef] [Google Scholar]

(12)

[40] Lindquist, Henrik (2019). Strategies To Cope With Emotionally Challenging Situations In Teacher Education. Journal of Education for Teaching. Volume 45, Pages 546-552

[41] MacIntyre, P. D., Gregersen, T., and Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System 94, 1–13. doi:

10.1016/j.system.2020.102352 as cited by Rubilar, N. and Oros, L., 2021

[42] McBrayer, Juliann Sergi 4785659; Akins, Carter; Gutierrez de Blume, Antonio;

Cleveland, Richard; and Pannell, Summer (2019) "Instructional Leadership Practices and School Leaders' Self-Efficacy," School Leadership Review: Vol. 15: Iss. 1, Article 13.

[43] Moll, R., & Nielsen, W. (2017). Development and validation of a social media and science learning survey. International Journal of Science Education, Part B, 7(1), 14- 30. DOI:10.1080/21548455.2016.1161255

[44] Moustakas, C. (1994) Phenomenological research methods. Thousand Oaks, CA: Sage [45] Napoleon C. (2020). Facebook users in Philippines. Retrieved from https://napoleoncat.com/stats/facebook-users-in-philippines/2020/01. As cited by Toquero, CM and Talidong, KJ (2020)

[46] Oros, L., Vargas Rubilar, N., and Chemisquy, S. (2020). Teachers’ stressors in times of pandemic: an instrument for their exploration]. Rev. Interam. Psicol. 54:e1421. doi:

10.30849/ripijp.v54i3.1421 as cited by Rubilar, N. and Oros, L., 2021

[47] Owusu-Fordjour, C., Koomson, C. K., and Hanson, D. (2020). The Impact of Covid- 19 on Learning-The Perspective of the Ghanaian Student. Eur. J. Educ. Stud. 7 (3), 88–101. doi:10.5281/zenodo.3753 (as cited by Wu, S., 2021)

[48] Pappa S, Ntella V, Giannakas T, Giannakoulis VG, Papoutsi E, Katsaounou P (2020) Prevalence of depression, anxiety, and insomnia among healthcare workers during the COVID-19 pandemic: a systematic review and meta-analysis. Brain Behav Immun.

10.1016/j.bbi.2020.05.026. Advance online publication [PMC free article] [PubMed]\

[49] Paschal, S. (2021). SELF-EFFICACY AND TEACHER-EFFECTIVENESS OF SECONDARY SCHOOL TEACHERS. International Research Journal of Engineering and Technology (IRJET). https://doi.org/10.1080/00220671.1993.9941836.

[50] Perera, H., Claskins C. and Part, R. (2019) Teacher self-efficacy profiles:

Determinants, outcomes and generalizability across teaching level. Retrieved on May

4, 2022 from

https://www.sciencedirect.com/science/article/abs/pii/S0361476X18300195

[51] Potenate, J. (2022) Senior Highe School Students’ Assessment of Academic Support in Modular Distance Learning during COVID-19 Internatiional Journal of Arts and Social Science , Vol. 5 Issue 2. Retrieved of September 7, 2022 from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4036861#:~:text=Modular%20 Distan ce%Quickfall.

[52] Aimee (2020). The Life Histories Of Teacher Mothers: Exploring A Special Situation, Sheffield Hallam University, shura.shu.ac.uk/284821

[53] Radjuni, Abubakar. (2021). Teachers' Profile and Classroom Instruction Delivery: The Case of a Certain University in the Southern Philippines: Teacher's profile. Open Access Indonesia Journal of Social Sciences. 4. 219-227. 10.37275/oaijss.v4i2.52

(13)

[54] Rubilar, N. and Oros, L. (2021) Stress and Burnout in Teachers During Times of

Pandemic. Retrieved on April 5, 2022 from

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.756007/. Google Scholar.

[55] Salvan, Vebhie Joy C, LPT. and, Hambre Milagros M., Ph.D. (2020). Teachers’

Demographic Profile on the Learners’ Performance Using K-12 Earth and Space module. Journal of Education & Social Policy Vol. 7, No. 4, December 2020 doi:10.30845/jesp.v7n4p14

[56] Sánchez Mendiola, M., Martínez Hernández, A. M. D. P., Torres Carrasco, R., Agüero Servín, M., Hernández Romo, A. K., Benavidez Lara, M., et al. (2020). Educational challenges during the covid-19 pandemic: a teachers’ survey at unam]. Rev. Digital Univer. 21, 1–24. doi: 10.22201/codeic.16076079e.2020.v21n3.a12 as cited by Rubilar, N. and Oros, L., 2021

[57] San Jose, A. & Concepcion, M, (2022) Mothers as Teachers: The New Roles of Mothers in the New Normal. Retrieved on December 6.2022 form https://www.researchgate/publication A Santoro, S. (2020). Coronavirus: the School in Quarantine]. Página 12. Available online at:

https://www.pagina12.com.ar/260580-coronavirus-la-escuela-en-cuarentena as cited by Rubilar N. and Oros, L., 2021

[58] Seyedi-Andi, SJ, Bakouei, F., Adib Rad. H., Khafri, S. and Salavati, A. (2019) The relationship between self-efficacy and some demographic and socioeconomic variables among Iranian Medical Sciences students. Retrieved on May 3, 2022 from https://www.dovepress.com/the-relationship-between-self-efficacy-and-some-

demographic-and-socioe-peer-reviewed-fulltext-article-AMEP

[59] Talidong, K. J., & Toquero, C. M. (2020). Philippine teachers' practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 1– 7.

https://doi.org/10.1080/15325024.2020.1759225 as cited by Toquero, CM and Talidong, KJ (2020)

[60] Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Res. 5 (4), em0063.

doi:10.29333/pr/7947 (as cited by Wu, S., 2021

[61] Toquero, CM and Talidong, KJ (2020) Socio-educational implications of technology use during COVID19: A case study in General Santos City, Philippines. Retrieved on February 20, 2022 from https://onlinelibrary.wiley.com/doi/full/10.1002/hbe2.214.

Google Scholar.

[62] Utami, and Vioreza (2021). International Journal of Instruction. Volume 14. Page 599- 514

[63] Vahratian A, Blumberg SJ, Terlizzi EP, Schiller JS. (2021) Symptoms of Anxiety or Depressive Disorder and Use of Mental Health Care among Adults during the COVID- 19 Pandemic — United States, August 2020–February 2021. MMWR Morb Mortal Wkly Rep. 2021;70: 490– 4. 10.15585/mmwr.mm7013e2 (as cited by Kirwin M. &

Ettigner A. (2022)

[64] Vallejos, S. (2020). Coronavirus in Argentina. Endless Days and a Lot of Stress, this is the Day to Day of Teachers a Month and a Half After Quarantine. Available online at: https://www.lanacion.com.ar/sociedad/coronavirus-argentina-jornadas- interminables-mucho-estres-asi-nid2361011 as cited by Rubilar, N. and Oros, L. 2021

(14)

[65] Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Qualitative health Research, 16, 713-722.

[66] Vindegaard N. & Benros ME (2020) COVID-19 pandemic and mental health consequences: systematic review of the current evidence. Brain Behav Immun.

10.1016/j.bbi.2020.05.048 [PMC free article] [PubMed]

[67] Von Der Embse & Ryan (2019). Teacher Stress Interventions. A Systematic Review.

Wiley Online Library

[68] Von Der Embse & Mankin ( 2020). Journal of Applied School Psychology. Volume 37. Pages 165-184Weisberger, Moriya, Grinshtain, Yael and Ina Blau (2021). How Do Technological Changes In Formal Education Shape The Social Roles Of Teachers Who Are Mothers? Teaching and Teacher Education. Volume 103, 103344

[69] Wang C, Pan R, Wan X, Tan Y, Xu L, Ho CS, Ho RC.(2020) Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. Int J Environ Res Public Health. 2020;17(5):1729. doi: 10.3390/ijerph17051729. [PMC free article]

[PubMed] [CrossRef] [Google Scholar]

[70] WeiBenfels, M., Klopp, E. and Perels, F. (2021). Changes in Teacher Burnout and Self-Efficacy during the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change. Retrieved on May 4, 2022 from https://www.frontiersin.org/articles/10.3389/feduc.2021.736992/full

[71] Wilde, N. and Hsu, A. (2019) The Influence of general self-efficacy on the interpretation of vicarious experience information within online learning.

International Journal of Educational Technology in Higher Education Volume 16 (26).

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019- 0158-x. Retrieved on November 27, 2021.

[72] WHO (2021) Doing what matters. Retrieved on April 11, 2022, from https://www.who.int/publications/i/item/9789240003927

[73] Wu, S. (2021) How teachers conduct on-line teaching during the COVID-10 Pandemic: A case Study of Taiwan. Retrieved on May 3, 2022 from https://www.frontiersin.org/articles/10.3389/feduc.2021.675434/full

[74] Zaib, N, (2020). The impact of school heads’ demographic characteristics on their leadership styles.

[75] Competitive Social Science Research Journal (CSSRJ), 1 (2), 19-30 ISSN(Print):

2708-9029