Working Life of Malaysian Independent Chinese Secondary School Teacher during COVID-19 Pandemic
DOI:
https://doi.org/10.54097/ijeh.v2i2.306Keywords:
Teachers’ working life, MICSS teachers and students, Online teaching, Feelings and expectationsAbstract
The COVID-19 epidemic forced the closure of all Malaysian K–12 schools in March 2020, and this unexpected and unprecedented disruption to education drastically altered the working lives of Malaysian teachers. The purpose of this descriptive single case study is to describe the effects of the COVID-19 school closure on the working life of a secondary school teacher at a Malaysian Independent Chinese Secondary School (MICSS). Online semi-structured interviews and documents, such as lesson plans and timetables are examples of the qualitative data sources used in this study. The findings indicate that MICSS teachers had an above-average workload, with one of the most significant obstacles they faced being pupils’ increasingly negative attitudes towards learning during this period, and that for teachers, employing clear and concise teaching strategies, and focusing on those students who are keen and willing to learn may be preferable to attempting to focus their attention on each individual student in their classes.
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