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2024-10-09

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Vol. 9 No. 9 (2024): Published

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Research Articles

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How to Cite

Quisay, A. R. C., & C. Aquino, M. E. (2024). Stress levels of science teachers when delivering distance education instruction in a state college during the COVID-19 pandemic. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2916

Stress levels of science teachers when delivering distance education instruction in a state college during the COVID-19 pandemic

Aldrin Rey C. Quisay

College of Education and Liberal Arts, Zamboanga State College of Marine Sciences and Technology, Zamboanga City 7000, Philippines

Micah Ezra C. Aquino

College of Education and Liberal Arts, Zamboanga State College of Marine Sciences and Technology, Zamboanga City 7000, Philippines


DOI: https://doi.org/10.59429/esp.v9i9.2916


Keywords: COVID-19 pandemic, distance education, stress level

Abstract

The COVID-19 pandemic has dramatically reshaped education worldwide, compelling institutions to rapidly adopt distance education models. Among those most affected are science educators, who face unique challenges in transitioning traditional classroom instruction to virtual platforms. Understanding the stressors experienced by science teachers during this shift is crucial not only for their well-being but also for the effectiveness of educational delivery. This study aims to investigate the stress levels and sources of stress experienced by science teachers at Zamboanga State College of Marine Sciences and Technology (ZSCMST) during the shift to distance education. The specific objectives were to determine the overall stress levels, identify the least stressful pre-identified causes of stress, compare the significance of different categories of stressors, and develop an intervention program based on the findings. A descriptive comparative research design with a quantitative approach was used, involving a purposive sample of 45 science teachers. Data were collected through a structured questionnaire, which included sections on demographic information, perceived stress levels, and specific stressors related to professional skills, technical skills, work-home conflict, and support systems. The data were analyzed using descriptive statistics and one-way ANOVA. The results indicated that science teachers experienced moderate to high levels of stress, with professional and technical skills being the most prominent stressors. Support systems, although somewhat helpful, still contributed to the overall stress levels. The findings highlight the need for targeted interventions to alleviate these stressors, such as professional development programs, enhanced support systems, and policies addressing work-home conflict. In conclusion, this study underscores the importance of addressing the specific stressors identified to improve the well-being of science teachers and the effectiveness of distance education. Further research is recommended to develop and evaluate interventions aimed at reducing teacher stress, enhancing teaching effectiveness, and understanding the long-term impact of these interventions in digital environments.

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