Teacher’s perspectives on challenges in educational environment of public schools during the COVID-19 pandemic: A qualitative study in South Korea
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The COVID-19 pandemic has resulted in an increase in psychological distress, burnout, and workloads among public school teachers. This study aimed to explore the teachers' experiences regarding the impact of the pandemic on their mental health and burnout. Nine teachers who were currently working in public schools in Seoul, South korea were invited to participate in focus group interviews (FGI). Data from FGIs were combined and analyzed thematically. The open codes were grouped and categorized by identifying and classifying the overlapping concepts into focused codes, which were then conceptualized into sub-themes and final themes. The analysis revealed three main themes of the COVID-19 pandemic-related challenges across public schools in Seoul. 1) Schools have no vitality; 2) Online classes are energy-consuming; and 3) Teachers are vulnerable middlemen. The results of this study offer insight into teachers' perceptions of the unique position in which they are in to support students and their parents during the COVID-19 pandemic. Limitations of the study and implications for future research were also discussed.
Abstract
The COVID-19 pandemic has resulted in an increase in psychological distress, burnout, and workloads among public school teachers. This study aimed to explore the teachers' experiences regarding the impact of the pandemic on their mental health and burnout. Nine teachers who were currently working in public schools in Seoul, South korea were invited to participate in focus group interviews (FGI). Data from FGIs were combined and analyzed thematically. The open codes were grouped and categorized by identifying and classifying the overlapping concepts into focused codes, which were then conceptualized into sub-themes and final themes. The analysis revealed three main themes of the COVID-19 pandemic-related challenges across public schools in Seoul. 1) Schools have no vitality; 2) Online classes are energy-consuming; and 3) Teachers are vulnerable middlemen. The results of this study offer insight into teachers' perceptions of the unique position in which they are in to support students and their parents during the COVID-19 pandemic. Limitations of the study and implications for future research were also discussed.
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