TEACHER MOTIVATION 1 The impact Covid-19 has had on teacher motivation Student

TEACHER MOTIVATION 1
The impact Covid-19 has had on teacher motivation
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Covid-19 Impact on Teacher Motivation
The closure of most learning institutions as a preventive mechanism against the spread of the novel covid-19 has hurt the education system globally. While the process of pushing for online learning becoming a common phenomenon, an array of factors tends to affect the quality of learning, teachers’ performance, the student’s knowledge, and skills. Despite many school systems and teachers putting more effort to engage their students, they are faced with various bottlenecks (Chakravarti, p. 11). For instance, they experience stress as a result of economic uncertainty that is the concern for the safety of their loved ones and the anxiety about what the future holds. Teachers also have a daunting challenge of going back to schools where a good number of students have dropped out or even fallen behind (Proff, p. 77). This results in an increased pressure on teachers so that they may be able to catch up with the little provided professional development. Another factor that affects teachers is little or no access to effective and modern technological devices or the right skills to use during teaching during this covid-19 pandemic (Proff, p. 77).
An array of researchers came up with pivotal principles that help in strengthening teacher effectiveness during and after the pandemic. The principles also provide opportunities for a long-run improvement (Proff, p. 77). These principles are as discussed below.
Support of Teachers’ Resilience to Ensure There Is Teachers Effectiveness
The system in various schools should ensure that teacher’s jobs and salaries are well protected in order to have a motivated workforce that is very ready to help students get back to speed when governments decide to reopen schools (Al-Khaimah, p. 12). It is also important to ensure that teachers’ intrinsic motivation and minimization of burnout is also conducted. Various interventions by nonprofit organizations such as health minds @work and education for well-being should be at the forefront in helping teachers cultivate some of the vital aspects of well-being with the help of simple exercises that are drawn upon with the help of the latest findings of psychology, neuroscience and even the traditional contemplative perspectives (Chakravarti, p. 11). In the long run, incorporating some of the specialized counseling units are vital in supporting teachers’ well-being in both emergency and non-emergency cases.
Supporting Teachers Instructionally to Ensure There Is Teacher Effectiveness
Teachers across the world need to get equipped well to assess their students the moment they return to school so that they may be able to identify key contents and skills that have been lost and need recapturing (Al-Khaimah, p. 14). It also helps teachers to detect the warning signs of a student dropping out of school. Furthermore, teachers tend to need some professional development support that enables them to undertake an effective remedial education. When the school systems come back to normal, a lot of focus must be put on ensuring most of the early grade children become proficient readers, which is a good foundation for all subsequent learning (Khan et al. p. 134). Therefore, teachers require the necessary support to help them master the ability to deliver high-quality learning instructions.
Teachers Should Be Supported Technologically to Ensure There Is Teacher Effectiveness
Most of the countries and school systems that have managed to weather the covid-19 successfully have also taken a step to ensure that teachers have access to the current technology. It is vital for the teacher to understand how to use technology effectively. For instance, teachers need to be trained on how to record and upload documents and even hold virtual classes (Chakravarti, p. 11). Noteworthy, not all teachers will have the ability to approach technology in the same way. There will be a need for them to get support from diverse strategies. As most of the school systems settle, it is important for technology to get integrated into the teaching and learning process and even in routine needs such as the HR systems.
Where Has That Impact Been Most Evident?
The impact of covid-19 has been more evident in most institutions of higher learning. Most of the universities and colleges globally halted in-person learning and closed indefinitely. This forced these institutions to employ distance learning which came at a cost (Khan et al. p. 134). Most of the students were ignorant of online student behavior management guidelines and how to use various internet packages to facilitate their effective learning. E-learning turned out to be a program that promoted easy access to information (Chakravarti, p. 11). Most of the public schools in Ras al Khaimah in the United Arab Emirate (UAE) also had to play a significant role in helping staff training to manage student online learning.
One of the most concerns in the education sector is the percentage of international students making up the domestic higher education markets. For instance, public schools in Ras al Khaimah in the United Arab Emirate (UAE) have about 34% of the foreign students’ population from china while the Indian student population amounting to 19%. When most of the nations enacted various travel restrictions with the aim of slowing down the spread of the disease, most of the international students in the United States were left stranded (Khan et al. p. 134). Notwithstanding that, most of the Chinese students have been recorded to find it difficult to return back to the United States to continue with their tertiary education. While this may be a small population of the entire international student population, the question is for how long the restrictions will still remain in place (Al Shehhi et al., 25). The public schools in Ras al Khaimah need to adjust their learning styles so that they retain a learning program enrollment and provide flexible access to their students.
Additionally, the majority of public schools in Ras al Khaimah should make integrate some form of online education into their respective coursework. Despite some of the institutions having strong online systems, some of the upcoming and small institutions of higher learning might still be struggling under the weight of their demand (Al Shehhi et al., 25). To curb this challenge, some of the university course creators need to work closely with their IT departments to make sure that their programs can be supported online.
It is also important for public schools in Ras al Khaimah to implement changes in response to the covid-19 by taking cues from their counterparts who have already taken necessary actions (Pandya et al., p. 126). They need to make an extensive analysis of the steps by their fellow educators to have an understanding of what has worked, and what has failed to work, and the effective ways of handling the challenges that may befall the institutions. Furthermore, as the disease gets worse, administrators need to take quick actions to safeguard their students and campuses in preparation for some of the potential closures (Pandya et al., p. 126). But it is not all doom and gloom. Public schools in Ras al Khaimah have managed to withstand various economic times in the past, and they will manage to withstand the novel covid-19 too. In this digital era, public schools in Ras al Khaimah are better placed to make sure their students are provided with easy access to technological appliances that enable them to continue with their online studies (AlAjmi et al., 259).
What Are the Challenges and Opportunities of Online Teaching-Learning?
Covid-19 has led to the continuous development of telecommunication technology that enables the creation of a new system of education that involves online education. Online education has proved to be flexible and efficient in providing computer-assisted instructions as well as provide students with the necessary support and attention (AlAjmi et al., 259). It also brings an array of opportunities and challenges to instructors, schools, and students. The immediate change of the communication channels and methods usually leads to an abrupt change in the requirement for learning skills, instructional skills, educational facilities, and administrative services. Therefore, schools, instructors, and students in Ras al Khaimah need to prepare themselves with new tools and skills that meet the new challenges (AlAjmi et al., p. 259). With the new technological innovations, there has been an extent to which many new opportunities have come to better serve the disadvantaged student as a result of the covid-19 pandemic.
To begin with, greater internet speed and availability have helped to alleviate many of the geographic barriers that tend to disadvantage kids from low-income families. Additionally, students who come from wealthy families are more likely to hire better tutors and administrators. Unlike educators, technology has no bias for the schools in which it works (Brohi et al., p. 37). Some internet resources are made available to all schools, regardless of the number of students enrolled, with the same internet access and fees.
Another opportunity involves the advances in artificial intelligence technology that gives room for teachers to differentiate instructions, provide necessary support and develop various mentally appropriate materials for students whose knowledge and skills are far much below the grade level norms (Patterson et al., 402). The latest intelligence for tutoring systems can assess the current weaknesses of the student and also diagnose reasons why students make some errors. Furthermore, these technologies give an opportunity for teachers to better reach students who are further and are average in their classroom (Patterson et al., p. 402). This potentially benefits the students that have weak academic preparation in public schools in Ras al Khaimah.
However, there are some of the key challenges that entail online teaching and learning. In a nutshell, these online learning programs tend to reduce oversight of students that have records of poor performance (Lobo et al., p. 49). Such students are less motivated and online learning program turns out to be detrimental to them. Furthermore, this technology is less able to engage the reluctant students the same way a dynamic and charismatic teacher does.
Additionally, learning is considered an inherently social activity, and online learning fails to help in teaching certain skills. A good and intelligent tutor in public schools in Ras al Khaimah with the ability to help students master specific concepts may fail to carry the same skills when teaching students on an online platform (Mohamed p. 105). For instance, they usually fail to critically analyze the work of literature or even debate on some of the ethics of new legislation.
Finally, systems that combine computer-assisted instruction and face-to-face instruction are notoriously difficult to deploy (Ibrahim Mohamed p. 302). Teachers frequently report having a lot of difficulty implementing programs for instructional practices that require a lot of joint effort, making vibrant links among computer-based activities and classroom learning, and maintaining an expected learning platform with a diverse group of students who had no prior math or reading skills (AbouElmagd p. 84).
Synthesis of Key Research Findings across the Study
This section of research presents an array of findings across the study. Educators in many schools in the United States have undergone sweeping and unprecedented changes to teaching as well as learning as a result of the novel covid-19 pandemic. Researchers have identified that most of the teachers shifted quickly to distance learning and gave out an array of support but indicated the need of having more additional resources (AbouElmagd p. 84). Some of these resources entailed access to technology and some unique devices for their students. Many teachers recorded that they failed to receive adequate support especially for special students with various cases of disabilities and those who are homeless among other groups. Furthermore, researchers managed to identify some unique disparities in the kind of instructions and resources provided in their respective schools that served various student populations that suggested ow the pandemic would result in an existing inequality to increase (Juma p. 43).
The research interview had questions that gave an insight into factors that contributed to teacher motivation during the novel covid-19. Furthermore, there were setbacks and hindrances that came up as a result of teaching during the pandemic (Ashour p. 128). Teachers are urged to help keep the students interested and actively engaged throughout the whole lesson since curriculum teaching tends not to be very sufficient. Teachers who have a feeling of obligation and are skilled at their jobs should have stronger intrinsic motivation. While autonomous teaching environments, such as distance learning, may improve motivation, they only do so if teachers believe they are capable of overcoming barriers to reach their goals. As a result, perceived competence is an important predictor of intrinsic motivation. With all of the online tools and materials provided, access to data is not difficult (Juma p. 43). There is an array of key findings that were identified that aided in supporting teachers during the coronavirus pandemic.
Self-Determination Theory and Motivation
Self-determination is an essential concept in psychology that relates to each individual’s ability to make decisions and govern their own lives. This capacity is critical to one’s mental health and well-being. Self-determination enables people to feel in charge of their decisions and life. It has an effect on motivation as well. Self-determination has been applied to a broad variety of domains, including education, job, parenting, fitness, and health (Killick & Foster p. 406). According to research, having a high level of self-determination can lead to success in a variety of areas of life.
Three basic and universal psychological necessities, according to self-determination theory, drive humans to grow and progress. When people’s demands for expertise, relationships, and autonomy are addressed, they might become self-determined, according to this notion (). The notion of intrinsic motivation, or engaging in activities for the sake of the action itself, is critical in self-determination theory.
The work of psychologists Edward Deci and Richard Ryan, who initially articulated their theories in their 1985 book Self-Determination and Intrinsic Motivation in Human Behavior, spawned self-determination theory (Patterson et al., p. 207). They devised a theory of motivation that proposed that people are motivated by a desire to grow and find fulfillment.
While social support is vital, other variables might also aid or hamper the three aspects required for growth. Extrinsic motivators can occasionally reduce self-determination. Giving people extrinsic rewards for existing intrinsically motivated conduct, according to Deci, might weaken autonomy (Patterson et al., p. 207). People tend to feel less in charge of their own actions when external rewards get increasingly important, and internal motivation decreases.
Self-determination is boosted by positive reinforcement. Deci goes on to say that unexpectedly good reinforcement and comments on a person’s task success can help enhance intrinsic motivation. People who receive this type of feedback feel more competent, which is one of the most fundamental needs for personal growth (Al Nasser p. 20).
Participation of Students (Intrinsic Motivation)
The first finding discusses at length how Teachers must devise methods to keep pupils interested and involved throughout the class, as simply teaching the material is insufficient. Two PE teachers, a Business Studies teacher, an English teacher, a Math teacher, and a Social Studies teacher are among the contributors to the qualitative research (David & Abukari p. 127). According to the PE teachers, levels of involvement were lower during online education. This made teaching more difficult, which affected their motivation. Another instructor emphasized that their discipline is not best presented online. The Science teacher expressed frustration with the lack of demonstrations in class and their impact on their learning (Al Nasser p. 20).
There exists a paradoxical situation involving many teachers, administrators, parents as well as students receiving little or no training to prepare them adequately for online learning, yet they tend to feel relatively adequately ready. Results from the interview collected indicated that most of the teachers were not adequately trained for online learning programs (David & Abukari p. 127). However, some of them reported that they felt well prepared to engage themselves in online training. The same support to students and parents at home also turned out to be futile. Most of the families could not afford basic needs for online learning such as the internet, electronic gadgets for learning, and a serene environment.
On the converse, the second PE instructor, who teaches grade 4, said that virtual involvement was higher when compared to face-to-face engagement (Al Nasser p. 20). This could be due to the fact that the grade taught is smaller than the rest of the interviewees’, and the webcams are turned on for the course of the class.
Relationship between Students and Teachers (Intrinsic)
The contact between the teacher and the students is the most important factor in maintaining a healthy classroom atmosphere. It was difficult for teachers to form a rapport with students online. Except for one teacher, all of them mentioned this factor and how it has hampered their instruction (Al Shehhi et al., 25). The other PE instructor interviewed, on the other hand, indicated that she built an excellent bond with kids. This could be because her students are in grade 4, and their webcams were always turned on. This key finding stresses how work and school day has turned out to be a more stressful thing for most educators and learners as a result of the novel covid-19. The majority of teachers reported that their workday turned out to be more demanding (Schultes p. 289). Some teachers claimed that they found little time to work on the huge amounts of work in preparing and handling online learning programs. Some teachers responded that they received very little support for their online learning program despite the expectations by the ministry of education to see all teachers participating in online classes (Chestnut p. 307).
Controlling the Classroom (Extrinsic Motivation)
Lack of classroom management was another common response to the issues encountered during COVID-19. Teachers can exert control over their pupils by instituting and adhering to an effective classroom management strategy. Mpalanyi et al. (p. 639) asserted that all teachers strive to provide great classroom management in an environment conducive to efficient teaching and learning. All of the educators interviewed discussed the difficulties they had in administering a virtual class. Although scholars such as (Bello & Bello p. 32) claim that teaching an online class is simpler than conducting a face-to-face class since it involves less energy, time, and effort, many professors claim that managing a virtual class is more difficult.
The Use of Technology (Extrinsic Motivation)
The rising use of virtual education tools such as ZOOM and TEAMS to perform virtual courses was emphasized. These apps have been critical to professionals, particularly teachers, because, without them, the task of teaching in the midst of a pandemic would be considerably more difficult (Ataullah p. 47).
Work-Life Integration (Intrinsic Vs. Extrinsic Motivation)
Another finding revolves around (Kamøy p. 67) where he recognized the difficulties, such as disturbances in preserving work-life balance during the epidemic that appeared to be shared by some instructors. Yumna (p. 89) discusses the significance of work-life balance in occupational and professional life. If an employee fails to balance employment and private life issues, his or her motivation suffers and the job becomes a burden.
Another element that several teachers mentioned was not having to go to work; for some teachers, this meant an added hour and a half of leisure time every day. Many teachers mentioned the flexibility and great work-life balance that comes with online learning, although this is not the reality for all. Some teachers claimed that they couldn’t tell the difference, which damaged their physical and emotional health as well as their commitment to teaching well (Perkin p. 234). This key finding is that the research presents findings that are related to the complicated situation for working parents especially those that come from poor socioeconomic backgrounds. Most of these people face compounded stress from working while at the same time caring for theory children as well as support their online learning.
The size of the household and the amount of space available for various homes is among the key factors that contribute to the success of online learning for students at home (Al-Hamadi p. 456). During the peak of the novel coronavirus, some of the parents worked from home and stayed together with their children. While some families had plenty of spaces and a serene environment to work from home, many of the families lived in cramped accommodation making children share rooms with their parents as they partake in their online learning. Therefore, parents that have homes with limited space and time and stay with their children always experience an immense challenge when working remotely and learning online respectively (Al-Hamadi p. 456).
Professional Development (Extrinsic Motivation)
Collaboration was mentioned as one feature of PD. Three teachers stated that it was difficult to collaborate during the epidemic, which hampered their job motivation because they were left to produce resources and engaging class plans. Employees who rely on one another can influence collective behavior (Kamøy p. 67). Before COVID-19, educators would get together and collaborate on tools that many teachers would subsequently use. Employee engagement is likely to improve in an organization that supports collaboration within project teams. This key finding also discusses more on the concerns about the little support that children with learning disabilities are subjected to. Most of the students with disabilities hardly get the support they need and they are exposed to an array of potential risks during the online learning program (Chakravarti, p. 11). There are many challenges that have not been addressed and they deserve urgent attention. In a nutshell, some of the students with disabilities need to be provided with electronic gadgets that support their online learning. For instance, some have poor eyesight and need to have spectacles to aid them in their vision. Some lack hearing aids and need to be provided with them in order to enjoy the online classes (Kamøy p. 67).
Other Factors
Several elements were not a consistent trend, but they could assist assess the factors that benefited or impeded teacher motivation throughout covid-19. Khan et al. (p. 134) reported that the Covid-19 has revolutionized the economies of numerous nations, including the UAE. Due to the difficulties they faced, several enterprises deteriorated and finally closed. The education ministry was also hit heavily. Many instructors were laid off, some were given pay cuts, and some endured months without income. Teachers at the Education ministry were extremely lucky because their pay and benefits remained constant during the pandemic. According to (), extrinsic motivation is only related to external variables and must be developed within people via the use of methods and procedures. One instructor mentioned administration, their shortage of input in disciplining troublesome pupils, and their inability to implement school-wide policies as factors that have hampered their enthusiasm to teach (Khan et al. p. 134).
Maslow’s Hierarchy of Needs Theory
Abraham Maslow is best known for developing the Hierarchy of Needs Theory in 1943. This hypothesis is a traditional representation of human motivation. This theory is founded on the premise that each human has a hierarchy of five requirements (Kamøy p. 67). The intensity of these requirements varies. These five requirements are as follows:
Physiological needs are the basic requirements for air, water, food, clothes, and shelter. In other terms, physiological demands are the necessities of life. In other terms, physiological demands are the requirements for basic necessities of life. Safety needs encompass physical, environmental, and emotional security and comfort (Proff, p. 77). Job security, financial stability, wildlife protection, family protection, health care, and so on. Social needs include the desire for love, compassion, caring, membership, and companionship.
Esteem needs talks at length about two sorts of esteem requirements: internal esteem requirements such as self-esteem, freedom, competence, achievement, and confidence, and external esteem requirements that include Recognition, power, prestige, admiration, and attention.
Finally, the self-actualization need is the desire of becoming what you are capable of being or even what you have the potential to become (Chakravarti, p. 11). It involves the desire for personal development as well as self-satisfaction. It also involves a drive to learn more, to help others, to be creative, and to be beautiful.
Maslow’s hierarchy of needs theory is pertinent to this study since it discusses what motivates people to be highly motivated at work in addition to basic human needs. It goes on to describe how the desire for self-actualization inspires educators to accomplish great things of awareness and training. As a result, this hypothesis will provide additional insight into what motivates teachers to educate students.
Connection to Research Questions
There is an array of questions that respondents managed to answer regarding teachers’ motivation during the novel covid-19 pandemic. In a nutshell, teachers embraced the use of technology because it helped them incorporate various online activities, and also helped in engaging the students more (Proff, p. 77). However, there were other scenarios where teachers especially those teaching physical education complaining about how the online learning platform was not providing them the necessary opportunity to engage their students effectively in the field. A notable example is when one teacher said that being a PE teacher makes him enjoy incorporating online learning platforms (Proff, p. 77). Furthermore, he plans to implement more effective ways of using the platform. During his PE classes, students tend to display their unique skills on how they understand the lesson through using PowerPoint presentations.
Another significant problem with online teaching was that some students failed to have cameras installed on their devices so that teachers could see if they are doing as to how their tutors had instructed them to do. For instance, one of the respondents said that some students fail to have their webcams on making teachers not know what they are actually doing (Chakravarti, p. 11). Another responded added that their experience of teaching online might involve around 60% of the students taking part. The rest of the students are not always engaged. Additionally, they usually have their camera’s not turned on or even fail to answer to their name so it’s difficult. Furthermore, there is a lot of workloads, work-life balance, or health (Proff, p. 77). Since being online has made them find it difficult to differentiate. Additionally, it’s also quite challenging also during this pandemic to conduct online studies where children are at home as it makes learning online cumbersome. Therefore, this makes it difficult to tackle all of them.
Some of the respondents said that the most rewarding thing in online learning is that is being able to see every student individually, like when you’re in a classroom setting you’re looking at the overall class, you know, a few faces will kind of stick out to you or capture your attention, but when the teacher has a screen of like 25 individual faces, he’s able to see everyone in the element (Proff, p. 77). So teachers can see students being themselves. It’s not being shaped by the fact that they’re in a big class with other kids if they’re the quiet kind of student who doesn’t shine as much or is not as outspoken as the kids who are more confident in English or kids misbehave, they tend to get overlooked a lot and I’ve been able to see them more online and be able to converse with them and see them engage and see their reactions in essence (Chakravarti, p. 11). This showed that teachers found online learning as a good platform for engaging all the students during the novel covid-19 period.
Teachers also requested their students to have their cameras on as it is vital for their understanding of technical subjects. For instance, one of the respondents suggested that cameras must be on (Khan et al. p. 134). But, there are always some students who never have it on despite being told the camera must be on for PE, and they need to be in full school uniform.
Interpretation Integrated with Literature Review
The Covid-19 disease is causing global transformations across a wide range of social, economic, and cultural upheaval. The key change in public schools in Ras al Khaimah is the rapid virtualization of the didactic process, which is expressed by the widespread, unprecedented use of e-learning (Chakravarti, p. 11). The forced transition to e-learning generates entirely new conditions for teaching at public schools in Ras al Khaimah and results in career reorganization among academic teachers. Faculty, students, and public school management have expressed a strong desire for learning e-learning (Khan et al. p. 134). This is especially difficult because, in the past, e-learning in education was frequently marginalized in comparison to contact learning. Public schools in Ras al Khaimah, on the other hand, have a key role to play in guiding society to a more sustainable way of living. Education for Sustainable Development, also known as Education for Sustainability, is a strategy that raises people’s understanding, competence, mindsets, and values, allowing them to participate productively in sustainable growth at the local, national, and worldwide levels (Khan et al. p. 134).
Most parents and teachers in public schools in Ras al Khaimah hoped that the virus would pass and learning would resume normally. However, experts believe that the virus will never go completely and that people will simply have to adapt to the changes that it brings. All public schools were forced to close and provide learning services via online learning (Kamøy p. 67). As a result, cybercrime, privacy problems, tuition prices, and job insecurity have all arisen as a result of online teaching. Furthermore, since the virus’s inception, most learning has occurred online to avoid unwanted interaction between learning groups as a protective measure (Khan et al. p. 134). Governments and health professionals recognize that preventive measures such as social separation and lockdowns are not long-term solutions. As a result, many public schools in Ras al Khaimah are using technology to limit human connections, which pose a danger of viral infection (Pandya et al., p. 126). The virus, just like every other sector, has had a significant impact on education around the world. As a result, both instructors and students have had to adjust to abrupt changes in educational standards and integral approaches, which has impacted academic achievement and teacher motivation (Khan et al. p. 134).
The pandemic had a significant impact on education by forcing schools to close abruptly, resulting in the absence of billions of students. Health issues that were difficult for healthcare institutions to manage disrupted education around the world (Pandya et al., p. 126). In the few months after doctors reported the first occurrence of the sickness, people’s lifestyles around public schools in Ras al Khaimah have significantly changed, resulting in the deaths of millions and endangering the health of others, as well as restricting freedom of movement across different regions (Kamøy p. 67). The Covid-19 epidemic has prompted the closure of various public schools in Ras al Khaimah, resulting in the layoff of many teachers and the absence of millions of students.
Since the onset of the Covid-19 outbreak, motivation has become a key issue in public schools in Ras al Khaimah education. This has occurred for a variety of reasons, including the rise of full-time remote learning, the requirement to teach using technology, a lack of face-to-face communication, and working in bubbles inside schools (Pandya et al., p. 126). All of these elements have an impact on teachers’ motivation to provide education to students during the school year. Teacher motivation is critical to the delivery of effective education. As a result, the following section will provide a clear portrayal of how Covid-19 and the different adjustments to education have impacted teacher motivation (Pandya et al., p. 126).
Discussion of Influence of Research Methodology
The study focuses on COVID-19 concerns in the education system and institutions. This is a severe problem because it affects not only the pupils but also the teachers and their families. Furthermore, it will have far-reaching business and cultural implications, such as student debt, digital learning, food shortages, shelter, and internet access (Al Shehhi et al., 25). Now, research into the effects of this virus on the entire public schools in Ras al Khaimah will help to increase knowledge of the immediate and long term challenges, as well as techniques that may be utilized to counteract and manage the success for skills development (Pandya et al., p. 126).
The research involves a systematic flow of actions to increase the efficiency of the output and the achievement of its goals. There are two types of philosophies utilized to build the systematic approach: interpretative and positivist. Current research on the influence of COVID-19 on the education system and institutions (Al Shehhi et al., 25). The philosopher of interpretive research has been chosen by the researcher. Using this concept, the researcher gathered and analyzed the various viewpoints of respondents, identifying the main activities to change the situation. Aside from that, interpretive philosophy has aided in the preservation of openness. Deductive and indicative research methodologies are utilized to develop a knowledge of the study’s factors and to keep the analysis flowing (Pandya et al., p. 126). The researcher used an indicative technique to perform the current study, which also helps to increase validity and reliability. Using the questionnaire method, the study gathered data for the analysis of the influence of COVID-19 on the public schools in Ras al Khaimah by using this strategy (Pandya et al., p. 126). This was both time and cost-efficient, and it eliminated concerns about respondents’ confidentiality.
A suitable design is used to build the research study’s strategic approach. The researcher could use exploratory, descriptive, and informal designs to achieve the desired result. The current study is based on survey questionnaires, and the descriptive methodology was effective in analyzing the effects of Covid-19 on public schools in Ras al Khaimah (Kamøy p. 67). This type of design has aided in the analysis and social, economic, and technical elements of the COVID-19 on the institution, as well as in acquiring an in-depth understanding of concerns and potential limitations in the provision of online learning and modifying the present classroom approach of study (Al Shehhi et al., 25). The researcher used a descriptive design and a questionnaire method to collect data for the current study. Using this method, the researcher has focused on explicit and implicit elements that may influence public schools in Ras al Khaimah and approaches as a result of the Covid-19 pandemic (Kamøy p. 67). It has also aided in the analysis of many variables for determining the impact on online education owing to changes in personal financial, ethnic, and employment rates.
Limitations
Even though this is a short study, it provides useful information about educators’ usage of technology in online education. The findings offer light on instructors’ experiences following the Covid-19 lockout and can help inform a swift reaction to help teachers adjust to remote instruction. There are some drawbacks to self-reporting. Although data is regarded authentic when respondents understand the information, have a solid sense of privacy, and have no fear of retaliation, respondents may not always answer truthfully (Al Shehhi et al., 25). Respondents in this survey are likely to be motivated, technologically savvy, and able to speak freely without fear of repercussions.
Teachers tend to overestimate their abilities. Given the scale of skill demonstrated here, future studies should use other data collection devices, like interview sessions, to analyze this conclusion further. Furthermore, because this was a researcher-created survey designed in partnership with teachers, the questionnaire had not been evaluated earlier (Bello & Bello p. 32). The complexities of the relationships between pedagogical beliefs, attitudes, and technology use are not captured by this poll. It is suggested that future studies look at this and include enough data to enable Primary versus Secondary comparisons (Bello & Bello p. 32).
Future Directions for Research or Applications
Containing the COVID-19 outbreak in the future is anticipated to take several months; public health efforts will focus on social distance and increasing hygiene standards. These treatments will be effective in postponing the commencement of widespread public schools in Ras al Khaimah transmission, lowering peak incidence, and limiting the impact on education (). Testing, disease surveillance, isolation of sick people, and cautious self-isolation of contacts are all important in limiting the number of new cases. A high level of knowledge and acceptability of these actions among the general public is also required (David & Abukari p. 127). These therapies must be paired with resuming normal life and activities to the greatest extent possible until a reversal occurs.
So yet, little is known about alternative transmission channels, such as sewage, polluted water, or air conditioners. It is also unclear if persons who have recovered from covid-19 infection are immune to reinfection, but data to support this has yet to be established (). Antibody testing on a big scale is required to determine who is immune to the virus. Temperatures, season, and humidity all influence the COVID-19 infection; however, results from other regions of the world are still anticipated (Bello & Bello p. 32).
Investigation techniques are currently ongoing to identify novel alternative treatments, as well as a vaccine, to treat breathing syndrome, but results are still pending. Furthermore, it takes a long time for a vaccine to be created and licensed. Even if herd immunity develops and grows, vulnerable populations like the healthcare workforce and the aged should always be protected (Bello & Bello p. 32). To reduce COVID-19 spread in the future, smart working and varied shifts may be required. Digital didactic and online learning might last months. Telehealth, specifically tele ophthalmology, must be adopted. Infectious diseases, coupled with anti-microbial tolerance, are likely to be among the most serious health threats in the future (David & Abukari p. 127). Furthermore, quick identification, accurate diagnosis, rapid isolation, and clinical care would be prioritized.
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