Exploring the Quality of Life and Stress of Teachers’ Experiences
DOI:
https://doi.org/10.55927/eajmr.v5i4.65Keywords:
quality of life, stress, teachers’ experiencesAbstract
This research utilized a phenomenological research design to assess the lived experiences of teachers in terms of their quality of life and stress from the pandemic period. The results of the study generate three (3) major themes and two (2) subthemes for teachers and school heads such as: (1) pandemic experiences and communication, a) challenges of pandemic to teachers and b) school head valuing teachers’ importance; (2) teachers and school heads’ adjustments during pandemic, a) different faces of pandemic adjustment and b) empowering the teaching community; and (3) work and leadership behavior, a) stress of extra workload of teachers and b) empathy, sensitivity, and conducive workplace. These findings underscore the urgent need for leadership development programs that equip school heads with the skills to not only manage tasks but to genuinely support the human beings in their charge, thereby transforming schools into environments that foster resilience and well-being for all.
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