Fear of COVID-19 and Remote Teaching Burnout of Philippine K to 12 Teachers

• Thalia Carreon ^[2] ; Erwin Rotas ^[3] ; Michael Cahapay ^[1] ; Kenneth Garcia ^[4] ; Romina Amador ^[5] ; Jeorge Louie Anoba ^[6]
  1. [1] Mindanao State University

     Mindanao State University

     Marawi City, Filipinas

     
  2. [2] Balite Elementary School, General Santos City, Philippines
  3. [3] Department of Education, General Santos City, Philippines
  4. [4] Romana C. Acharon Central Elementary School, General Santos City, Philippines
  5. [5] Severo T. Inong Elementary School, Philippines
  6. [6] Carpenter Hill Elementary School, Koronadal City, Philippines

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• Localización: IJERI: International journal of Educational Research and Innovation, ISSN-e 2386-4303, n. 15, 2021, págs. 552-567
• Idioma: inglés
• DOI: 10.46661/ijeri.5853
• Títulos paralelos:
  • Miedo al COVID-19 y agotamiento de la Enseñanza online en los Maestros Filipinos (Infantil-12 años)
• Enlaces
  • Texto completo
• Resumen
  • español

    La crisis de COVID-19 prácticamente magnificó el miedo normal de las personas, trayendo más resultados psicológicos negativos como el agotamiento laboral. Partiendo de esta suposición, este documento tuvo como objetivo comparar el miedo al COVID-19 y el agotamiento de la enseñanza remota a través de las características de la muestra y relacionar el miedo al COVID-19 con el agotamiento de la enseñanza remota. Siguiendo diseños de investigación comparativos y correlacionales, se seleccionó una muestra de 1069 profesores filipinos (infantil-12 años)para participar en la encuesta en línea. Los datos se analizaron mediante estadística descriptiva e inferencial. Los resultados mostraron que los docentes tienen un alto nivel de miedo al COVID-19 y un nivel moderado de agotamiento de la enseñanza a distancia. Además, el miedo de COVID-19 a los maestros no difirió significativamente en todas las características de la muestra evaluadas; sin embargo, el agotamiento de la enseñanza a distancia difirió significativamente según la edad, los ingresos mensuales, el nivel educativo y la experiencia docente, excepto el género. Además, se reveló que existe una relación significativa positiva y moderada entre el miedo al COVID-19 y el agotamiento de la enseñanza a distancia. Esta asociación lineal implica que a medida que aumenta el miedo al COVID-19 de los docentes, también aumenta el desgaste de la enseñanza a distancia. Considerando la actual persistencia de los casos de COVID-19 y el papel de los docentes en la fase de recuperación anticipada de la educación, los resultados del estudio indican la atención urgente de las autoridades educativas para desarrollar medidas para atender las necesidades de los docentes que puedan tener problemas psicológicos planteados por miedo al COVID-19 y al agotamiento de la enseñanza a distancia.

  • English

    The COVID-19 crisis practically magnified the normal fear of people, bringing other negative psychological outcomes such as job burnout. Building on this assumption, this paper aimed to compare fear of COVID-19 and remote teaching burnout across sample characteristics and relate fear of COVID-19 to the remote teaching burnout. Following comparative and correlational research designs, a sample of 1069 K to 12 Filipino teachers was selected to participate in the online survey. The data were analyzed using descriptive and inferential statistics. The results showed that the teachers have a high level of fear of COVID-19 and a moderate level of remote teaching burnout. Furthermore, COVID-19 fear of teachers did not significantly differ across all sample characteristics tested; however, remote teaching burnout significantly differed across age, monthly income, educational attainment, and teaching experience, except gender. It was further revealed that there is a positive and moderate significant relationship between fear of COVID-19 and remote teaching burnout. This linear association implies that as fear of COVID-19 of teachers increases, their remote teaching burnout also increases. Considering the current persistence of COVID-19 cases and the role of teachers in the anticipated recovery phase of education, the results of the study indicate the urgent attention of education authorities to develop measures to address the needs of teachers who may have psychological issues brought by fear of COVID-19 and remote teaching burnout.

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