FATHER SATURNINO URIOS UNIVERSITY

BASIC EDUCATION DEPARTMENT

ABP, CARMELO D.F MORELOS CAMPUS

LIBERTAD, BUTUAN CITY, CARAGA, PHILIPPINES

The Impact Brought by the Changes in the Educational System to the Well-being of

the Teachers: The Case of FSUU Morelos Campus

Submitted by:

Bantolinao, Shyla

Cubllian, Sheina Marie

Gunhuran, Bon Cyril

Mencidor, Tchad Julian

Rodolfo, Dom Martin

Tabinas, Brent John Xylex

Submitted to:

Mr. Junnel Ballados

Abstract
 The COVID-19 pandemic altered the system of education as a whole, imposing a shift on

how learning and teaching are being done. Past studies show numerous effects, impacts, and

adopting processes that teachers had to govern in an effort to adapt to the new teaching model.

This study aims to determine and overall provide a better comprehension of the impact of the said

new system of education to the Father Saturnino Urios University, Morelos Campus teachers’

well-being. The data used in the study was collected from 10 teachers through online video-

conferencing applications, particularly Google Meet and Zoom. In the form of a structured and in-

depth (one-on-one) interview, the respondents were asked questions relevant to the research. The

collected data were then designated into transcripts and were interpreted and examined through

thematic analysis. Data collection and interpretation brought forth the following results: the

majority of the teachers were impacted in such a manner that they had (1) an increase in stress and

anxiety, (2) weight gain, (3) lack of social interactions; the teachers also had (1) less sleep, (2)

forced to adapt to new teaching styles and formats, (3) making use of newer technology; the

teachers were then facing challenges in the new system of education due to (1) poor internet

connection, and (2) the unreachability of some students.

Keywords: COVID-19, thematic analysis, transcripts, video-conferencing applications,

structured interview, in-depth interview

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 Table of Contents

Chapter I: Introduction 4

Background of the Study 4

Statement of the Problem 6

Theoretical Framework 7

Scope, Limitation, and Delimitation 9

Significance of the Study 10

Definition Of Terms 11

Chapter II: Review of Related Literature 12

Chapter III: Methodology 22

Research Design 22

Research Sample and Sampling Method 23

Data Gathering Procedure 23

Research Instruments 25

Chapter IV: Results and Discussions 27

Chapter V: Conclusion 38

Appendix A 40

Appendix B 41

References 43

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 Chapter I

Introduction

Background of the Study

COVID-19 had drastically changed the world. The way we used to live our lives is now a

fragment of the past. Each aspect and factor of how we live our lives has shifted--how we

communicate, how we travel, how we interact with people, how we live, and mainly, education

(UNESCO, 2020).

As of early 2020, education has been one of the most affected by the COVID-19 pandemic.

The pre-pandemic educational environment allowed the virus to develop and spread at an

unprecedented rate. And thus, to combat the mentioned, governments of 102 countries halted all

schools and universities from engaging in face-to-face classes (Dabrowski, 2020). With that said,

these changes affect the students and the teachers, particularly in a negative manner. Teachers were

proficient and much more content in the education system before the pandemic. The immediate

demand for a new model of the education system changes how the teachers live on a day-to-day

basis, which generates a significant and questionable perception of their well-being, and

consequently, their ability to teach (Alves et al., 2020).

The pandemic forces developing countries such as the Philippines to significant socio-

economic changes that will cause extensive and widespread disruption to all of the nation's sectors

(Gill and Schellekens, 2021). The Philippines' education sector faced a challenging shift, mainly

in the competent use of present-day software and knowledge over the new educational platforms.

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This issue and the implementation of a new normal in education prompted different underlying

risks and new challenges to the nation's teachers (Tria, 2020).

As students are of concern, the teachers are too. As it's not just the students who have to

adjust to this new way of schooling, the teachers are also imposed on a new form of teaching. This

means that they have to adapt to this new way of teaching via online video conferencing

applications (ex. ZOOM, Google Meet, Messenger, etc.). As the wave of infection increases, the

chances of ever going back to the pre-pandemic age decreases. Meaning, it is imperative for the

teachers to adjust to this new way of education. As much as it is essential to educate the students,

they alone can't do it without the professionalism of the teachers.

The recent COVID-19 pandemic (Department of Education, n.d.) has contributed to the

difficulties and responsibilities faced by university academics and staff who were already

struggling to balance their obligation to work and their day-to-day lives (Houston et al., Houlden

and Veletsianos 2020). These new sets of challenges, along with the pre-existing problems that

teachers are already facing, such as bearing with stress, the tendency for burnouts, latent presence

of illnesses, and the overall imperious and demanding requirements such a profession can expect,

all correspond to their psychological integrity; and consequently, their well-being. The teachers'

well-being does not solely refer to the state of good health. Still, it collectively specifies the ability

to comply with a dynamic equilibrium to their respective demands and challenges. Such include

the teachers' physical, psychological, and social attributes (Benevene et al., 2020).

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 Essentially, the main goal of this study is to overall, provide a better comprehension

concerning the changes in the education system brought upon by the COVID-19 pandemic and its

impact to the teachers of FSUU Morelos Campus in S.Y. 2021-2022 well-being. This study also

aims to determine how such changes affect the professional demands of the teachers; on the basis

that the new system of education requires more technological competency and mental integrity to

that matter. Collectively, the shifting on how the teachers confer to their profession in an effort to

adjust to the new system of education, this study will provide an understanding on how such

changes affected the educator’s ability to teach. This will give teachers, students, and the other

governing educational sectors an insight as to how the imposed changes to the education system

affect the educators on a variety of factors.

Statement of the Problem

This study centralizes on interpreting, comprehending, and providing a further

understanding of the impact or influence brought by the new education system and the Father

Saturnino Urios University Teachers' well-being and other problems involved in the study. The

study also aims to explore how the supposed changes affected the capability of the teachers to

teach their respective students; it also seeks to cover their capacity to comply with the demands

and requirements that correspond to their profession as an educator amidst the changes. As such,

this research aims to answer the following questions:

1. What is the impact brought by the changes in the education system and the FSUU teachers’

overall wellbeing?

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 2. How do the changes in the education system affect the FSUU teachers in making and

complying with the necessary demands of the school and students?

3. How did the changes in the education system affect the FSUU teachers’ ability to teach

their students on a daily basis?

Theoretical Framework

Numerous studies have examined and defined the changeful impacts concerning a

professional work environment and how such changes can affect the internal and external factors

concerning the workers. Essentially, to provide sufficient context and to better explain the impact

the changes brought by the new system of education to the FSUU Morelos Campus teachers' well-

being, the study employs the following theoretical concepts, definitions, and models:

1. The Transactional Model of Stress and Coping by Lazarus and Folkman,

2. The Cognitive Evaluation Theory by Deci and Ryan

3. Benevene, De Stasio, and Fiorilli’s Definition of Well-Being

The Transactional Model of Stress and Coping

It is imperative to comprehend the external reasons for what influences a worker's

psychological state, mainly the teachers for this research. The outline of the transactional model

of stress and coping explains the potential cognitive and behavioral responses that individuals do

in an effort to manage and confer to internal and external stressors (Lazarus and Folkman, 1987).

In this research context, it is considered that the internal and external stressors can be referred to

as the changes caused by the pandemic, wherein such changes can lead to different repercussions,

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specifically to the teachers' well-being (Spilt et al., 2011). Correspondingly, this particular theory

by Lazarus and Folkman poses a significant relevance to this study.

The Cognitive Evaluation Theory

Likewise, this study intends to analyze the circumstances leading to the shifting of teachers'

well-being, which consequently affects external attributes and variables. Cognitive Evaluation

theory implies that individuals choose to comply with tasks based on their competency and control

over the said task. Collectively, the greater an individual's competency and mastery amidst a task,

the more likely the mentioned will be executed successfully (Deci and Ryan, 1991).

The adversaries brought by the COVID-19 pandemic demanded a necessary transition to

the education sector, wherein such changes incited underlying complications and challenges.

Notably, the conferment of the teachers' to be competent in the use of present-day technology and

sufficient understanding of the new learning system (Tria, 2020). The mentioned situation

corresponds to Deci and Ryan's Cognitive Evaluation Theory, of which such correspondence

matches with the research's scope. As such, the theory is relevant in our study in such a manner

where in today’s time and given the changes to the education system, some teachers can be

unfamiliar with the new applications and technology.

Benevene, De Stasio, and Fiorilli’s Definition of Well-Being

According to (Benevene et al., 2020), well-being does not only imply an individual's

overall health or even the absence of illnesses. Well-being is the perception where the capability

of an individual confers to how they cope, manage, and develop amidst the rising of potential

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challenges and complications. To further elaborate, well-being is a multi-defined concept

encompassing physical, emotional, and psychological factors. With that said, this research is

centered on the mentioned definition of well-being, as well as the attributes and underlying

concepts that comply with it. This theory is relevant in our study as this is the definition of “Well-

being” that we are utilizing for our study.

Scope, Limitation, and Delimitation

The participants in this study will be the FSUU Morelos-Campus teachers of the school

year 2021-2022, who are subject to the repercussions of the new education system, providing the

basis for them as the research' primary respondents. The researchers will gather relevant data

online or, if circumstances allow, on-site in Father Saturnino Urios University Morelos Campus.

The researchers will conduct the study in an ideal timeframe of two months, mainly to assess and

better comprehend the changes brought by the new education system and environment in relation

to the teacher's work, family, and social relationships, all of which correspond to their well-being.

The study is limited to its respondents--the Father Saturnino Urios University (FSUU)

teachers due to the limitations caused by the COVID-19 pandemic. That being the case, the results

of this study cannot cover a broader perspective and could very well define the results only to this

particular set of respondents. Furthermore, the study can be limited due to time constraints,

wherein the time frame itself could span only in one semester of the researchers’ school year,

possibly resulting in inconclusive data.

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Significance of the Study

This study aims to uncover the impact brought by the changes in the education system to

the Father Saturnino Urios University teachers’ well-being in the COVID-19 pandemic. The data

gathered in this study significantly contributes to the improvement of education through

comprehending and understanding the state of our educators in this time of pandemic. As such,

this study can prove beneficial to the following sectors of education:

A. Teachers - The teachers are the most important people in education. Without them there

won’t be anyone to teach the students. Teachers can benefit most from this study as this

study raises

B. School Administration - This study could help the school administrators recognize the cons

of online classes, and to assess their teachers on their well-being. This study could be used

for reference for school administrators to invest in their teachers and improve the changing

education system as the COVID-19 pandemic goes on.

C. Department of Education - This study could raise awareness to the Department of

Education about the state of the teachers’ well-being in this time of pandemic. Thus,

leading to programs and activities that could promote the importance of teachers’ well-

being. This study can be used by the Department of Education as reference on how the

COVID-19 has affected not just the students, but also the teachers as the education system

changes. awareness about their well-being, and their mental state in this time of pandemic.

This study can help them improve their teaching through the improvement of their working

environment.

D. Students - The result of this study can help students understand their educators better. As

this can help them realize the common ground between them and their teachers.

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 E. Future Research - The results and findings for this study can be employed as related

literature and consequently as a referential paper for research papers revolving around a

similar topic.

Definition Of Terms

To provide a better understanding for the main concepts of the study, the

following key terms are defined:

a. Well-being - is the cognitive and behavioral responses that people use to cope with and

communicate with internal and external stressors.

b. Department of Education - is the department responsible for improving the quality of

education in the Philippines. Its main task is to manage and oversee the basic education

system of the country.

c. Education System - the acquisition of knowledge and skills; a learning experience in which

information is imposed upon learners.

d. Stress - is the feeling of emotional or physical pressure. Is the human body’s reaction to

challenges and hardships.

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 Chapter II

Review of Related Literature

This research paper aims to interpret and determine the impact brought by the changes in

the education system and the well-being of the teachers in Father Saturnino Urios University

Morelos Campus. It also anchors on answering how such changes affect the teachers’ ability to

comply with the demands of their profession. This chapter of the study shall serve as a foundation

that properly situates relevant literature from existing publications in the context of the research

being conducted. Inherently, what is already known concerning the research issue and the

supporting information to prove the legitimacy and feasibility of this study will also be discussed.

The Pre and Peri-Pandemic Challenges of Teachers

In the noble profession of teaching, there are bound to be challenges and obstacles that

hinder the functionality of the educators. Teachers have to face various hurdles regarding their

work such as lesson or subject practice, curriculum mastery, adaptation to new teaching techniques

and models; curricular and extracurricular workload management, and the constant diagnosis of

the students' comprehension (Sherrington, 2019). Given the mentioned, being a teacher requires a

center of focus to not only themselves but to students and a variety of other related factors as well.

Collectively, their performance concerning their profession centers on how well they can comply

with such challenges and obstacles.

According to a study by Gu and Day (2013), the profession of teaching requires that

teachers' resilience and flexibility be nurtured and sustained in order for them to adapt to the

different ever-changing challenges. The environment of which teachers facilitate, advise, develop,

inspire, and work is one of the many critical difficulties constantly being faced in today's times.

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As such, the quality and performance concerning the teachers' productivity in respect to their

profession is directly related to the external and internal attributes surrounding their work

environment. In this research context, the mentioned attributes centered on the teachers' work

environment are challenged and disputed with the already-existing varied challenges onset with

the COVID-19 pandemic.

The global pandemic significantly impacted educational systems, necessitating an

evaluation of the immediate and widespread repercussions on all academic levels. According to a

study by Akdas and Kalman (2020), based on teachers' views and hands-on experience, it was

uncovered that there are problems and issues encountered in online education during the pandemic,

as such, they were classified into five categories--The underlying causes of the difficulties

encountered were identical to those encountered prior to the pandemic. The difficulties were

infrastructural, family, distance education, and process-related. The infrastructural issues were a

lack of internet infrastructure and a network that was insufficient. Teachers complained that the

online education process was rendered ineffective due to technical difficulties. Specific problems

include the inability to concretize the materials used, the inability to get quality feedback from

students, students not following instructions, the difficulty of teaching a new subject, the inability

to teach some lessons, lagging behind the curriculum, and the inappropriateness of the learning

outcomes provided on the site. The mentioned study stated that the issues that multi-grade

classroom teachers face are multifaceted rather than unidimensional. As a result of the pandemic,

new issues have been identified. Prior to the pandemic, several challenges were stemming from

different sources, including limitations in infrastructure, systemic issues, incorrect curricula and

texts, and structural challenges in multigrade schools. The pandemic introduced new challenges,

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such as, difficulty adhering to social distancing regulations, students' limited access to online

education, and psychological repercussions of the pandemic.

Certain factors posed a significant influence that contributed and led to teacher burnout as

caused by the changes in instructional approaches brought by the COVID-19 during 2020. A study

by Pressley (2021), proposed that because of the COVID-19 pandemic numerous educational

institutions imposed an alternate approach in teaching–requiring new necessities for instruction,

job expectations, as well as encompassing 100% virtual learning. As such the study uncovered the

underlying grounds leading to teacher burnout-stress, those being COVID-19 anxiety, current

teaching anxiety, anxiety in terms of communication with parental figures, as well as the anxiety

to request administrative reports.

The Mental Integrity and Well-being of teachers

Psychological distress relates to widespread and severe chronic health issues among

teachers, including burnout. In general, working populations, Karasek's demand-control-support

model of psychosocial work environments predicts mental health outcomes. Some studies have

looked explicitly at teacher job stress and psychiatric symptoms (Borelli et al., 2014). Being an

educator holds the risk of being psychologically distressed. As work piles up, being a teacher can

burn someone out. Teaching-related stressors have been associated with depressed and

psychosomatic symptoms, alcohol intake, and burnout in long-term studies (Schonfeld et al.,

2017). As such, a burnout and overburdened teacher affects their capability to comply with the

demands of their profession, collectively affecting the overall quality of education.

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 According to a study by Seibt, (2014) on "Predictors of mental health in female teachers,"

showed that the teachers showed evidence of mental impairment. Furthermore, cardiovascular risk

factors and health-related behavior have little bearing. However, the effort-to-reward ratio,

physical complaints, and personal issues all significantly impact teachers' mental health. These

significant predictors should be included in future preventive measures for the protection of

teachers' health. A teacher's job is a job that is also outside the campus. They are tasked to do more

of what is asked, they go outside their limits. Though they may not be troubled physically, due to

the nature of their work, they can be drained mentally.

In a knowledge-based economy, education is one of the most important cornerstones of

long-term development. The mental health of teachers has a significant impact on educational

quality (Yang et al., 2019). Education is an essential factor in our world as it helps people to grow

and develop (Broward, 2020). Without its educators, education would be nothing at all. Because

of this, their well-being is very important as they are the core of education.

The COVID-19 pandemic did not only affect and impact the students' mental health, but

teachers have also experienced a significant degree of stress since the beginning of the crisis.

(Cachón-Zagalaz, 2020), According to recent studies, teachers experienced stress during the

lockdown due to needing to adjust (in record time) to conduct online lectures (Besser et al., 2020).

In accordance with the increased burden and challenges brought by home teaching, this stress has

frequently been accompanied by negative psychological symptoms such as anxiety, depression,

and sleep disturbance.

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 There was little research conducted during the pandemic to measure the symptoms of

stress, anxiety, and depression among teachers, but the studies that were conducted suggest that

they experience psychological symptoms, reinforcing the significance of reopening schools and

colleges. According to a recent Arab study, this crisis has prompted teachers to experience

difficulties commonly associated with a pandemic situation, such as anxiety, depression, domestic

violence, and divorce, limiting their capacity to teach effectively (Al Lily, 2020). As such, we may

be better positioned to put in place the necessary support mechanisms if we consider the coping

with the return to school during this pandemic (Dalton et al., 2020; Holmes et al., 2020; Wang et

al., 2020). As a result, the impact of the COVID-19 pandemic on teachers' mental well-being is a

huge concern that must be addressed by both the educational community and society as a whole.

The Experiences and Challenges Faced of the Public School Teachers Amidst the COVID-19

Pandemic: A Phenomenological Study in the Philippines

According to the study by Robosa et al. (2021), the COVID 19 pandemic has profoundly

affected almost all areas of life, including education. With teachers shifting to the online way of

teaching, they are faced with hardships that hinder the quality of education. These hardships are

often associated with day-to-day compliances, such as teachers having trouble replying to

numerous emails or incorrectly instructing a lesson because of the different hindrances (lack of

resources, connection problems, etc.). Because of these obstacles, quality education has become a

challenge for teachers. Teachers are also forced to face the challenges of the COVID-19. With the

virus rampant around the country, educators are experiencing pressure due to the new mode of

teaching and because of the pandemic itself.

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 The study suggests that stress is a major factor hindering the teachers in bringing quality

education to the table. A study by (U.T. Research Showcase, 2020) analyzing the effects of the

virus pandemic on the general population showed that educators are the most affected population.

In addition to stress, trauma is a generalized mental disorder caused by the virus, so careful

inclusion in online courses should be generalized. A task analysis was also conducted in India that

showed that teachers must commit to the majority of new educational processes, rendering them

unable to prioritize their mental health (Pajarianto, 2020). As the pandemic continues, the mode

of online learning does so, meaning teachers are forced to be accustomed to the new way of

education.

The study's method of gathering data was through Interpretative Phenomenological

Analysis (IPA). This method aims to provide unambiguous evaluations of personal life

experiences, and provides a record of the lived experiences of ten (10) Public School Teachers.

The study then determined that despite the challenges and the stress that were faced by the

educators (the overloading of work), through Passion, Relation Building with the students, and

Fulfilled Duty, the teachers were able to perceive through whatever challenge they are facing.

Moreover, this paper by Robosa et al. brought highlight to the positive side of the educators',

recording their coping mechanisms and strategies in the mode of online learning. Due to this

pandemic, teachers are challenged by the lack of resources, deadlines, and workload, leading to

stress and burnout, resulting in decreased quality of education.

A study by Nugroho et al., (2021) conducted an emergency remote teaching activity by

administering online forums and discussion, integrating social media, and designing interactive

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exercises. Notwithstanding the facts, the teachers encountered challenges such as unfamiliarity

with digital platforms, inability to provide quick feedback, and lack of students' motivation and

engagement during the remote teaching. As the pandemic persists, more teachers are to be

accustomed to this new way of teaching. As such, they are expected to learn the different digital

platforms and be more assertive in giving feedback.

The threat posed by COVID-19 not only had a massive impact on the economic, tourism,

and health sectors but barely affected the global education system as a whole. Specifically, this

pandemic crisis had caused Philippine universities to abruptly switch to emergency distance

learning (ERT) in response to the call for additional education despite the threat to global health.

This article recommends that educational institutions produce studies to proliferate and document

the impact of the pandemic on the educational system. There is also a greater need for academic

institutions to strengthen the fundamental practices in the curriculum and make it more responsive

and more efficient to the learning needs of the students even beyond the conventional classrooms

(Toquero, 2020). Because of the global pandemic, teachers are to teach in a way that is not usual.

Though it may be online, there is a need to make it feel like it is still the same education. Even if

it is in the comforts of one's home, there is a great need to be responsive and even as substantial as

the typical classroom.

Impact of Pandemic COVID-19 on the Teaching-Learning Process: A Study of Higher Education

Teachers

In a study by Arora and Srinivasan (2020), the effects, potential impact, and underlying

factors the COVID-19 pandemic has brought onto the teaching-learning process were identified.

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Comprehension of the various adopting processes concerning the new normal was also given

context in the mentioned study. Given the circumstances brought by COVID-19, most service-

related organizations, including schools and universities, were shut down as per government

instructions in an effort to minimize the risk and spread of the virus. As such, all forms of face-to-

face academic delivery had to be canceled, mainly in drastically affected countries. In order to

adapt and accommodate these changes, academic institutions must rely on the practice of online

education. Coincidentally, the stated issue coincides and corresponds with the utilization of digital

learning (Lone, 2017).

However, the paper insisted that there will be inevitable problems with the new model of

the teaching-learning process. These problems would include limited internet access, the lack of

usable gadgets, students' integrity and comprehension in complying with their assessments and

lessons, and the overall quality of education. Additionally, according to Tria (2020), the appraisal

and evaluation of the student's academic performance would pose a challenge to the teachers, as it

would be easier for the students to resort to immoral and unjust methods in complying with their

assessments. Because online learning management systems typically do not include face-to-face

instructions. That is why students can believe that cheating is justifiable, given that they do not

have any form of supervision.

The study's mode of gathering data was through the comprehensive quantitative approach

using descriptive statistics and t-tests with a respondent count of 341 higher education teachers. It

was then determined that among the respondents who adhered to the virtual teaching model,

adversities such as network issues, lack of awareness, and absence of competency regarding the

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use of online platforms were the most significant encountered obstacles. Furthermore, this paper

by Arora and Srinivasan reasoned that the deficiency and lack of social interaction led to more

frequent student absences and negatively impacted their overall productivity. On this basis, in the

teaching-learning process in correspondence to the teacher-student relationship, there is an existing

dynamic association; wherein student functionality and other external factors can, directly and

indirectly, affect the teachers' functionality and performance concerning their profession.

Weight-related lifestyle behaviours and the COVID-19 crisis: An online survey study of UK adults

during social lockdown

According to the study of Gillespie and Jones., (2020), the COVID-19 crisis had led to a

wide-array of consequences on lifestyle behaviours, collectively affecting weight management.

The perceptions regarding the changes in weight-related lifestyles among adults during the social

lockdown were also compared with such experiences to that prior to the COVID-19 crisis. On this

basis, the enforcement of “lockdowns' ' has likely caused consequences for the public health, with

the assumption that movement, work, social, and leisure time activities can only be commenced

occasionally. Behaviors that were deemed as health protective (i.e., eating a healthy diet, not

overeating, engaging in physical activities, getting the recommended hours of sleep), were now

limited and difficult to achieve in the lockdown imposed by the COVID-19 pandemic .

The study gathered data by using a cross-sectional survey that was held online in adherence

to the University . The survey contained inquiries that measures and examines life on how the

COVID-19 crisis had affected the respondents’ psychological well-being, sexual behavior, health

behavior, cognitive function and social circumstances. As such, this paper by Gilliespie and Jones,

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concluded that the COVID-19 crisis did have a considerable impact on the lifestyle behaviors of

the participants. Declines in weight gain protection activities were reported to be prevalent.

Furthermore, the crisis also posed a substantial increase in burden to the general mental health,

reportedly caused by stress induced factors that emerged due to the lockdown.

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 Chapter III

Methodology

Research Design

This study will examine and interpret the impact brought by the changes in the education

system in accordance with the COVID-19 pandemic to the well-being of the teachers in Father

Saturnino Urios University Morelos Campus. As such, this research will adopt a qualitative design.

Qualitative research involves addressing the problems and understanding the meanings behind

individuals or groups concerning a particular issue (Creswell, 2013). Due to the qualitative-nature

of this research context, the researchers utilized a descriptive approach in the gathering and

examination of relevant data. The respondents of this research will exclusively involve the selected

teachers in Father Saturnino Urios University Morelos Campus. The researchers will induce an in-

depth (one-on-one) and structured interviewing method towards the respondents of which the data

will then be examined through thematic analysis.

The use of thematic analysis is prevalent among qualitative studies that requires the

entailment of establishing themes based on recurring patterns acquired from the interviewing phase

from a set of respondents (Braun and Clarke, 2006). This requires the researchers to appropriately

and carefully highlight key statements which will set the foundation of an assumed idea or theme

based on the words of the respondents. As such, the utilization of thematic analysis allows for a

flexible and powerful qualitative analysis, especially in the context of this research.

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Research Sample and Sampling Method

The respondents of this research comprise exclusively that of the teachers in Father

Saturnino Urios University of the school year 2021-2022. The reason, mainly that these individuals

pertain to the necessary profession and experience according to what is being determined in the

study. Additionally, the FSUU Morelos Campus teachers exhibit availability, which also conforms

to the researchers' safety and convenience in conducting the interviewing phase.

To identify the appropriate selection and sample of respondents for this research, a non-

probability sampling technique is utilized by the researchers, particularly, purposive sampling. The

purposive sampling technique proves to be relevant to this study as it requires a specific set of

criterion to be considered and met prior to the sampling and selection phase of the study. The

mentioned criteria refers that the respondents must comprise teachers, wherein it must be

necessitated that they must be employed in an academic institution, with a work environment

adhering to the COVID-19 pandemic. As such, the researchers found that a sample count of 10 is

enough to comprise the respondents of this study.

Data Gathering Procedure

Prior to the writing phase of this research, the researchers conducted a poll amongst

themselves to determine the subjects to be observed in the study. Different schools were to be

chosen from: Agusan National Highschool, Libertad National Highschool, and Father Saturnino

Urios University Morelos Campus. The researchers then considered the availability firstly and

collectively the safety protocols that need to be observed amid the COVID-19 pandemic before

deciding which school to choose the necessary respondents for this study. After which, the

researchers then determined that Father Saturnino Urios University Morelos Campus was the most

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appropriate given the mentioned factors, as it was and is the most available and most efficient

locale to gather data. The research subjects were the teachers from Father Saturnino Urios

University Morelos.

The researchers determined the research subjects through purposeful sampling; the

researchers informed the potential respondents about the nature and intent of the study. They were

also told of the ethical principles that the researchers will observe throughout their participation in

this study. Respondents were informed through their social media platforms (Twitter, Instagram,

Messenger, etc.) or emails. The researchers then issued a letter to the school principal to request

consent to conduct an interview with the school’s staff. After which, a similar letter of consent was

distributed out to the respondents to inquire them for their permission to be interviewed. All the

collected data and records of their participation will be kept in strict confidentiality.

After the approval of the school principal and the respondents, the researchers collected

data through individual interviews of each subject via video conferencing applications (ZOOM,

Google Meet, Messenger, etc.), . The research instruments were used to extract information from

the research subjects. After which, the data was then retrieved and was left to be understood and

then interpreted.

The interviewing phase commenced with the interviewer’s introduction of themselves

along with a small message of gratitude for the respondents’ time, cooperation, and participation.

The interviewed respondent was also informed that the session will be recorded--this is done so

that a transcript will be fabricated later on, ensuring a convenient and efficient analysis of the raw

data collected from the interview, minimizing the risk of losing relevant information material. As

such, it is the goal of the interviewer to maintain a comfortable atmosphere throughout the

24
interview. The respondent was then asked appropriate questions in accordance with the research

instrument. After the questioning, the interviewer again expressed their gratitude for the

respondent’s participation. The researchers then rewatched recordings from the conducted

interview sessions and transcribed the necessary information for the later use of the thematic

analysis in the context of this study’s research design.

Research Instruments

To accumulate the necessary information for this research, the researchers interviewed the

selected respondents. Additionally, in adherence to the safety protocols amidst the COVID-19

pandemic, all interview sessions will be conducted through online video conferencing applications

where they were asked the following questions in adherence to the structured interviewing

technique:

1. How did the pandemic change or affect your workflow as a teacher of the Father Saturnino

Urios University Morelos Campus?

2. What are the changes in the education system that are challenging in providing quality

education?

3. In what way did the pandemic affect you, be it physically or mentally? Specifically, how

does the pandemic affect your overall well-being?

4. Were there any habitual changes in the course of the pandemic? If yes, then how did it

affect your professional life? Your personal life?

5. Are your devices compatible with the current online system? If not, can you please

elaborate.

6. Do you have a stable internet connection in your teaching environment?

25
 7. Do you have complete access to the online platforms that are being used in our current

education system? If yes, do you experience any difficulties when accessing the online

platforms? If not, please elaborate.

The answers to the mentioned questions were then interpreted through the lens of the

research questions of the study while utilizing the thematic analysis.

26
 Chapter IV

Results and Discussion

Problem 1: What is the impact brought by the changes in the education system to the FSUU

teachers’ overall well-being?

Table 1: The impacts brought upon the changes in the education system
Impacts brought upon by the changes Themes

Stress and anxiety - Teachers became stressed because of the

workload and because of the

sudden shift in learning/teaching.

- Teachers became anxious because of the

dangers brought upon the COVID-

19 pandemic.

Weight gain - Teachers had gain weight because of

them being in their own homes.

Lack of social interaction - Due to the safety protocols brought upon

by the pandemic teachers were to stay at
home with not much contact with other
people

The first objective of the study is to identify the impact that was brought upon by the

changes in the education system to the FSUU Morelos Campus teachers’ overall well-being. From

the collected data, the following impacts were determined: (1)

27
Stress and anxiety, (2) Weight gain, (3) and Lack of social interaction.

Stress and Anxiety

Stress and anxiety sought out to be an impact that was brought upon the changes in the

education system to the FSUU teachers’ well-being. The respondents hinted that the cause of their

stress and anxiety was due to the alteration of the supposed traditional-method of teaching.

Anxiety was then inflicted by the dangers and risks of the COVID-19 pandemic. One of the

respondents stated:

“Because of the pandemic it resulted in my mental well-being to be not so great. I’ve been stressed

because of the new way of teaching and because of the dangers of the pandemic.”

The pandemic has caused stress and anxiety to not only the teachers, but also inclusive

towards the other divisions under the system of education. However, this problem is much more

encountered by the teachers of FSUU because, though they are trained, the issue lies with their

encounter of such an unfamiliar approach to both learning and teaching (Online learning) --as a

necessary implementation by institution in adherence to the health and safety protocols.

The analyses of the collected data show that stress and anxiety is rampant in the FSUU

teachers’ community. These factors can affect the quality of education as some studies support

this, and have looked explicitly at teacher job stress and psychiatric symptoms (Borelli et al.,

2014). Being an educator holds the risk of being psychologically distressed, most notably in the

form of a burnout. Another study looked into the factors that contribute to teachers' burnout-stress

28
as a result of the COVID-19 virus; teachers experienced stress during the lockdown due to needing

to adjust (in record time) to conduct online lectures (Besser et al., 2020). In accordance with the

increased burden and challenges brought by home teaching, this stress has frequently been

accompanied by negative psychological symptoms such as anxiety, depression, and sleep

disturbance. The data reveals that the changes in the education system has profoundly affected

and impacted the overall wellbeing of FSUU Morelos Campus teachers’.

Weight Gain

Another impact caused by the changes of the education system to the FSUU teachers is

weight gain. As the mode of learning shifts to online learning, the teachers were to work from

home. Resulting in them being cooped up in their houses. A

narrative from one of the respondents stated that;

“It made me fatter, I had plenty of time since we work from home so...”

This result of the study supports the findings of a study by Robinson, et al., (2020), which

revealed that the COVID-19 crisis had likely to have had an impact on weight-gain-related

lifestyle behaviors, which, collectively, leading people with obesity and mental health issues to

be more vulnerable and exposed to various implications. The respondents were impacted in such

a manner that, because of the lockdown, they were unable to engage in health-protective activities,

particularly those that require physical effort. As such, the premise, as well as from the answers

of this study’s respondents, weight gain was thus, a prominent change that impacted their overall

well-being.

29
Lack of Social Interaction

The lack of social interaction is also an impact that the researchers determined. As the shift

to online learning was implemented, the teachers were forced to remain indoors in an effort to

execute the proper health and safety protocols that are imposed by the COVID-19 pandemic. This

results in them staying in isolation, minimizing contact with other people. As one of the

respondents stated that:

“It made me less interactive with people in person. I got used to staying at home and

meeting less and less people. I no longer got to see my workmates and I rarely hangout with my

friends so things really have changed.”

Social interaction is essential to the profession of teachers. As with their good social skills,

teachers can create an autonomous and supportive environment in the classroom. However,

because of the changes in the education, it hinders them to practice and promote the necessity of

such skills. A narrative from a respondent stated

that;

“Because of the pandemic, I was forced to stay inside. Because of this, I wasn't able to

socialize a lot, resulting in me being awkward and kind of shy in person.”

The results of the data collection and analysis emphasizes the importance of social

interaction; and that, because of the changes brought upon by the COVID-19 pandemic, it has

impacted the teachers’ well-being. As a study by Arora and

30
Srinivasan (2020) supports this; as the study revealed that that the deficiency and lack of social

interaction led to more frequent student absences and negatively impacted their overall

productivity.

Problem 2: How do the changes in the education system affect the FSUU teachers in making and

complying with the necessary demands of the school and students?

Table 2: The changes that affect the teachers in complying with the necessary demands
The changes that affected the teachers Themes

Less sleep - The teachers stay up at night to

entertain students’ questions of the

lessons or projects.

- The teachers stay up at

night to
prepare lessons for their online classes.

New teaching styles - The new education system has changed

the way teachers taught their students.

Making use of technology - The teachers were forced to adapt to the

technology to teach students.

Another objective of the study was to uncover and establish how the changes in the

education system affect the FSUU teachers’ in making and complying with the necessary

31
demands of the school and students. Through this study, different factors were identified that

affected their way of complying with the necessary demands.

These were (1) Less sleep, (2) New teaching styles, (3) and making use of technology.

Less sleep

The change of the teachers’ sleeping patterns proved to have been an effect brought by the

changes in the new system of education. With the reasoning that the teachers remain to be awake

at late-night hours in order to make themselves available to the concerns of their students, and to

prepare lessons for their respective online classes. As based from the narrative of one of the

respondents;

“The most notable habitual change is that I now sleep late. My profession as a teacher of

Morelos Campus requires me to be active online, particularly in NEO and in my social media

accounts--that way, my students can relay their concerns without any delay. On that context, I

wake up somewhat later than what was usual.”

A study by Besser, et al., (2020), supports this--it reveals that teachers experienced stress

during the lockdown due to needing to adjust (in record time) to conduct online lectures.

Furthermore, in accordance with the increased burden and challenges brought by home teaching,

this stress has frequently been accompanied by negative psychological symptoms such as anxiety,

depression, and sleep disturbance.

The result of the study emphasizes that due to the change in the education system brought

upon by the pandemic, it caused the FSUU Morelos Campus teachers to adjust their time

significantly for the purpose of complying with the demands of the institutions and the students.

32
New teaching styles

As the education system changes, the approach of teaching does also. New teaching styles

have been administered by the FSUU teachers to be in tune with the new mode of learning. One

of the respondents of the study stated;

“As a teacher, this pandemic gave me lots of changes especially in my teaching styles in

order for me to deliver well my lessons to the learners.”

The result of this study supports the findings of a study by Gu and Day (2013) which stated

that being an educator at this time of the pandemic is challenging given the extraneousness of the

new working environment; as the profession of teaching requires that teachers' resilience and

flexibility be nurtured and sustained in order for them to adapt to the different ever-changing

challenges. In the context of today’s time, it is imperative for teachers to be in line with the new

strategies in educating students. As such, they are forced to adjust; to be flexible in order to adapt

to the changes of the education system.

Making use of technology

Another change in the education that affected the FSUU teachers’ in making and

complying with the demands of the school and students was that they were to make use of

technology. Though, the use of gadgets and devices have been prevalent even before the change.

As the shift to online learning has been implemented, the use and familiarity of technology has

never been so important in the shift. One of the respondents stated that;

33
 “Though, we had used these types of devices before (Laptops, cellphones, etc.) but because

of the shift in online learning I was forced to learn more about these devices. My workflow has

changed in a way that I was forced to use devices, and was forced to learn devices and

applications that was not so familiar to me.”

The need to use different applications and devices deemed to be affecting teachers in

complying with their necessary demands and workload. The condition of enforced technological

competency proves to be a challenge that the teachers of FSUU Morelos Campus are facing--as

not every teacher was familiar with technology. As stated by one teacher of the institution;

“Fortunately for me, I am familiar with different devices and am a techy person. But there are

those who are not, it can be a challenge for them in this new mode of

teaching.”

The findings of the study support the The Cognitive Evaluation Theory, which implies that

that individuals choose to comply with tasks based on their competency and control over the said

task. “Collectively, the greater an individual's competency and mastery amidst a task, the more

likely the mentioned will be executed successfully

(Deci and Ryan, 1991).” On this basis, to be competent with the necessary technology (in order

to access and relay lessons virtually) is a requirement that affected the workflow of the teachers,

where such demands can cause unprecedented complications and challenges to those who are

unable to adjust.

34
 The result of the study highlights how the changes in the education system affected the

teachers in complying with the demands; in which it affected their sleeping patterns, their teaching

styles, and due to the shift in online learning it affected them in where they were forced to make

use of technology. Be it be familiar or unfamiliar to them.

Problem 3: How did the changes in the education system affect the FSUU teachers’ ability to

teach their students on a daily basis?

Due to the changes in the education system that was brought upon by the pandemic, there

were two factors that was prevalent from the data accumulated in the interview that affected the

FSUU teachers’ ability to teach on a daily basis. These were

(1) Internet connection and (2) students that cannot be reached.

Internet connection

Everything is done online, especially in this time of pandemic where virtual learning is

compulsory to select educational institutions. Though the data showed that most of the teachers

have stable internet connections, there were also teachers that stated that their connection was

otherwise;

“Yes, most of the times it is stable. However, when it is not, it is very agitating. There are

instances where my internet is non-existent, and in such, I am not able to attend the demands of

my profession, particularly, teaching my lessons synchronously, and uploading my lessons on

time.”

35
 The result of the study is also similar to a study by Akdas and Kalman (2020). which

revealed that the infrastructural issues that posed instructional challenges were the lacking of a

decent internet infrastructure and the insufficiency of such networks. Teachers complained that

the online education process was rendered ineffective due to technical difficulties. Specific

problems include the inability to concretize the mandatory online materials, the inability to get

quality feedback from students as well as their concerns, students not following instructions, the

difficulty of teaching a new subject, the inability to teach some lessons, lagging behind the

curriculum, and the inappropriateness of the learning outcomes provided on the online learning

platform.

Another thing to note is that, NEO Learning Management System (LMS) is Father

Saturnino Urios University Morelos Campus’ school portal. This is where teachers upload files,

lesson materials, quizzes, etc. From the data gathered, there were some instances where teachers

had problems with the website mainly because of the internet connection. A narrative from one

of the respondent stated;

“There are times where I cannot access our online platforms and that makes it difficult

for me to comply my students’ lessons. Because the seldom brownouts, and the lacking stability

of our internet, it becomes difficult. “

Students that cannot be reached

The second and last factor that deemed to affect the teachers’ ability to teach students on

a daily basis is when students are unreachable. As mentioned above, NEO LMS is the school

portal. Here, this is also where students can interact with their teachers, be it to raise concerns, to

36
inquire, or to ask for clarifications. The platform also allows both the teachers and students to

determine their schedules for each of their online lectures. However, there are cases where

students cannot be reached, resulting in only little to no presence in the online classes. A

respondent of the study

hinted;

“There are students that do not log in to their NEO LMS, because of this, our

announcements may at times be disregarded.”

This profoundly affect the teachers’ ability to teach on a daily basis, as it hinders

interaction and communication with their students. The new mode of learning has made it hard

for teachers to be confrontational with their students. Monitoring the students’ comprehension

regarding the given lessons had also become a challenge. As there are students that cannot be

reached, whether it be intentionally or not, teachers are obligated to supervise their students when

it comes to their learning and education as a whole. A narrative from one of the respondents stated;

“The way we reach out to our students and deliver our lessons have become difficult in a

sense that there are many factors that hinders us to teach properly and engage with them.”

37
 Chapter V

Conclusion

The impact brought by the new system of education to the Father Saturnino Urios University,

Morelos Campus teachers were analyzed and then interpreted. As such, based from the results of

the study the following conclusions are drawn:

1. The impacts brought upon by the changes in the education system to the teachers

overall wellbeing are (1) Stress and anxiety, (2) weight gain, (3) lack of social interactions.

2. The changes in the education system affected the FSUU teachers in making in

complying with the necessary demands of the school and students are (1) less sleep, (2)

new teaching styles, (3) making use of technology.

3. The changes in the education system affected the FSUU teacher’s ability to teach

the students in a daily basis through their (1) internet connection and (2) students that

cannot be reached.

In our time today, with the shift to online learning; it not had only impacted students in Father

Saturnino Urios, but also the educators. The impacts brought upon by the pandemic poses a threat

to their overall well-being. Through this, it can also affect the quality of education as the changes

affects the teachers’ ability to teach on the daily basis.

Education is important. Especially in this time of pandemic, as much as it is important to give

importance to the students, it is also necessary to give value to our educators. As without them

there will be no one to offer knowledge.

38
 Appendix A

RESPONDENT GOOGLE FORMS SURVEY

With the adherence to safety protocols, the researchers used Google Forms to survey and
collect data from the respondents. The respondents were asked different questions that would later
be interpreted in the results and discussion of the study.
The Impact of the Changes in Educational System and the Well-being of the Teachers: The
Case of FSUU Morelos Campus
Thank you for your participation!

* Required
Please input your surname.

Your answer
How did the pandemic change or affect your workflow as a teacher of the Father Saturnino Urios
University Morelos Campus? *

Your answer

What are the changes in the education system that are challenging in providing quality
education?

Your answer

In what way did the pandemic affect you, be it physically or mentally? Specifically, how does
the pandemic affect your overall well-being?

Your answer

Were there any habitual changes in the course of the pandemic? If yes, then how did it affect
your professional life? Your personal life?

39
Your answer

Are your devices compatible with the current online system? If not, can you please elaborate.

Your answer

Do you have a stable internet connection in your teaching environment?

Your answer

Do you have complete access to the online platforms that are being used in our current education
system? If yes, do you experience any difficulties when accessing the online platforms? If not,
please elaborate.

Your answer

40
 Appendix B

LETTER OF CONSENT

With the respect of the data and privacy of the respondents, the researchers utilized the use
of the letter of consent to ask permission for the collection of their data.

December 02, 2021

ABM Research Group 2

XII-St.Timothy

Dear (Teacher Name),

Good Morning/Afternoon!

In partial fulfillment of our research, we the students of ABM St. Timothy, Research Group 2,
would like to request your consent to participate as a respondent of our study titled, “ The Impact
of the Changes in Educational System and the Well-being of the Teachers: The Case of FSUU
Morelos Campus.”

You will be asked to participate in an interview with questions related to the topic. The session
will be conducted via ZOOM or Google Meet. Additionally, in regards to your privacy, all data
will be kept in strict confidentiality; all concerns regarding identity will be kept anonymous.

We appreciate your help concerning this research project as well as your enthusiastic future
participation in our study. We hope for your kind consideration.

Thank you, once again.

Sincerely,

41
Brent John Xylex C. Tabinas
Tchad Julian M. Mencidor
ABM Research Group 2

42
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