The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools

Authors

DOI:

https://doi.org/10.22515/jemin.v3i2.7445

Keywords:

COVID-19 pandemic, education instructors, emotional wellbeing, Kenya’s private schools

Abstract

The COVID-19 pandemic phenomenon generated inordinate strain and experiences across a wide range of sectors in Kenya, with the education segment introduced to its own set of unique challenges. Some instructors in private learning institutions joined the job seeking market once again as several schools indefinitely closed down. This often-needed reskilling and turned out to be frustrating as the job opportunities kept shrinking rapidly. This study looked at the effect of COVID-19 pandemic education disruption on emotional wellbeing of education instructors, with a focus on private schools’ teachers in Kenya. Data was collected from 367 respondents who completed a closed ended questionnaire and quantitative analysis was undertaken. The results revealed that there is a significant effect of COVID-19 pandemic education disruption on private school teachers’ emotional wellbeing. The prediction equation based on the unstandardized coefficients was statistically significant, F 1,365 = 46.035, p < 0.001 and accounted for approximately 11.2% of the variance of emotional wellbeing (R2 = 0.112, Adjusted R2 = 0.110). Therefore, hypothesis stated as COVID-19 pandemic education disruption has no significant effect on Kenyan private school teachers’ emotional wellbeing was not supported. The moderating effect of emotional and physical support did not significantly account for more variance with R2 Change = .009, p > .024. The findings supported the hypothesis that emotional and physical support does not moderate the effect of Covid-19 pandemic education disruption on Kenya private school teachers’ emotional wellbeing.

References

Alson, J. (2019). Stress Among Public School Teachers. Journal of Research Initiatives, 4(2). https://digitalcommons.uncfsu.edu/jri/vol4/iss2/3

Areba G. N. (2020). COVID-19 Pandemic Impact on Kenyan Education Sector: Learner Challenges and Mitigations. Journal of Research Innovation and Implications in Education, 4(2), 128-139.

Aspinwall, L. G. and Taylor, S. E. (1997). A Stitch in Time: Self-Regulation and Proactive Coping. Psychological Bulletin, 121(3), 417-436. https://doi.org/10.1037/0033-2909.121.3.417.

Boyes, M. E., Hasking, P. A., & Martin, G. (2016). Adverse life experience and psychological distress in adolescence: Moderating and mediating effects of emotion regulation and rumination. Stress and Health, 32(4), 402-410. https://doi.org/10.1002/smi.2635

Conway, C. C., Craske, M. G., Zinbarg, R. E., & Mineka, S. (2016). Pathological personality traits and the naturalistic course of internalizing disorders among high-risk young adults. Depression and Anxiety, 33, 84–93. http://dx.doi.org/10.1002/da.22404

Ehring, T., Tuschen-Caffier, B., Schnülle, J., Fischer, S., & Gross, J. J. (2010). Emotion regulation and vulnerability to depression: spontaneous versus instructed use of emotion suppression and reap¬praisal. Emotion, 10(4), 563-572. https://doi.org/10.1037/a0019010.

Ganster, D. C., & Rosen, C. C. (2013). Work stress and employee health: A multidisciplinary review. Journal of Management, 39, 1085-1122. https://doi.org/10.1177/0149206313475815

Gondim, S. M. G., & Borges-Andrade, J. E. (2009). Regulação emocional no trabalho: um estudo de caso após desastre aéreo. Psicologia: Ciência e Pro¬fissão, 29, 512-533.

Gross, J. J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224-237. https://doi.org/10.1037//0022-3514.74.1.224.

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. https://doi.org/10.1037/0022-3514.85.2.348.

Gross, J. J., & Thompson, R. (2007). Emotion regula¬tion, conceptual foundations. In: J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-24). New York: Guilford Press.

Guppy, A. and Weatherstone, L. (1997). Coping Strategies, Dysfunctional Attitudes and Psychological Well-being in White-Collar Public-Sector Employees. Work & Stress, 11 (1), 58-67. https://doi.org/10.1080/02678379708256822

Guzdial M. (2020). So much to learn about emergency remote teaching, but so little to claim about online learning.

Heffer T, Willoughby T. (2017). A count of coping strategies: A longitudinal study investigating an alternative method to understanding coping and adjustment. PLoS ONE, 12(10): e0186057. https:// doi.org/10.1371/journal.pone.0186057

IIEP-UNESCO (2020), What price will education pay for COVID-19?, International Institute for Educational Planning website. http://www.iiep.unesco.org/en/what-price-will-education-pay-covid-19-13366.

ILO. (2020). ILO Monitor 2nd edition: COVID-19 and the world of work. Geneva: International Labor Office.

Jeremy, D., Mackey & Pamela L. Perrewe (2014). The AAA (appraisals, attributions, adaptation) model of job stress: The critical role of self-regulation. Organizational Psychology Review, 4(3), 258–278. https://doi.org/10.1177/2041386614525072

Keltner D, Oatley K, Jenkins J.M. (2014). Understanding emotions. Hoboken, NJ: Wiley

Kishara W. & Ngunyi N. (2020). Covid-19 and Inequalities in Primary and Secondary Education in Africa: The Case of Kenya. African Leadership Centre COVID-19 Research OP-ED Series, l2(5).

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer Publishing Company.

Lehmann C. (2020). Doing school in the time of coronavirus. http://practicaltheory.org/blog/2020/03/26/doing-school-in-the-time-of-coronavirus/

Lugonzo H. M. (2020). A theoretical study of the impact of corona virus crisis on learners' social interaction in Kenyan learning institutions. International Journal of Educational Research, 3(5), 1-9. https://gphjournal.org/index.php/er/article/view/278

MacIntyre, C. R. (2020). Global spread of COVID-19 and pandemic potential. Global Biosecurity, 1(3). https://doi.org/10.31646/gbio.55

Madhav, N., Oppenheim, B., Gallivan, M., Mulembakani, P. Rubin, E. & Wolfe,N. (2017). Pandemics: risks, impacts,and mitigation. In: Jamison, D.T, Gelband, H., Horton S.,Jha, P., Laxminarayan, R., Mock, C.N. & * Nugent, R.(Eds). Disease Control Priorities: Improving Health and Reducing Poverty, 3rd edn. Washington, D.C.: The International Bank for Reconstruction and Development/The World Bank.

Milligan I. (2020). Emergency remote teaching: A post-secondary reality check. https://www.ianmilligan.ca/post/emergency-remote-teaching-a-post-secondary-reality-check/

Murden, F., Bailey, D., Mackenzie, F., Oeppen, R. S. &Brennan, P. A. (2018). The impact and effect of emotional resilience on performance: an overview for surgeons and other healthcare professionals. British Journal of Oral and Maxillofacial Surgery, 56, 786–790. https://doi.org/10.1016/j.bjoms.2018.08.012

OECD (2020), OECD Economic Outlook, Volume 2020 Issue 1, OECD Publishing, Paris, https://dx.doi.org/10.1787/0d1d1e2e-en.

Ogunode, N. J. (2020). Impact of COVID-19 Pandemic School Close Down on the Research Programme of Higher Institutions. International Journal of Advances in Data and Information Systems, 1(1), 40-49. https://doi.org/10.25008/ijadis.v1i1.189 40

Prem, R., Ohly, S., Kubicek, B., and Korunka, C. (2017). Thriving on Challenge Stressors? Exploring Time Pressure and Learning Demands as Antecedents of Thriving at Work. Journal of Organizational Behavior, 38(1), 108-123. https://doi.org/10.1002/job.2115

Remuzzi, A. & Remuzzi, G. (2020). COVID-19 and Italy: what next? The Lancet 20: 1-4. https://doi.org/10.1016/S0140-6736(20)30627-9

Ren, S.-Y., Gao, R.-D. & Chen, Y.-L. (2020). Fear can be more harmful than the severe acute respiratory syndrome coronavirus 2 in controlling the corona virus disease 2019 epidemic. World Journal of Clinical Cases, 8(4), 652–657. https://doi.org/10.12998/wjcc.v8.i4.652

Rocha, T. I. C. (2015). O papel moderador de algumas carac¬terísticas sócio - demográficas na relação entre a regulação emocional e o bem-estar: um estudo com trabalhadores por¬tugueses (Dissertação de Mestrado não publicada). Universidade de Coimbra, Faculdade de Psicologia e de Ciências da Educação, Coimbra, Portugal.

Vanhove, A. J., Herian, M. N., Perez, A. L. U., Harms, P. D., and Lester, P. B. (2016). Can resilience be developed at work? A meta-analytic review of resilience-building programme effectiveness. Journal of Occup Organ Psychol. 89, 278–307. https://doi.org/10.1111/joop.12123

Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: a meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. Psychological Bulletin, 138(4), 775-808. https://doi.org/10.1037/a0027600

Yikealo, D., & Tareke, W. (2018). Stress coping strategies among college students: A case in the college of education, Eritrea Institute of Technology. Open Science Journal, 3(3), 1–17. https://doi.org/10.23954/osj.v3i3.1689

Downloads

Published

2024-02-28

How to Cite

Busolo, H., Jerop, C., & Omulando, C. . (2024). The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools. Journal of Educational Management and Instruction (JEMIN), 3(2), 72–85. https://doi.org/10.22515/jemin.v3i2.7445

Issue

Vol. 3 No. 2 (2023): December 2023

Section

Articles

License

Copyright (c) 2024 Hillary Busolo, Caren Jerop, Carolyne Omulando

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of Educational Management and Instruction is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Automotive Experiences is published under the terms of the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Authors retain copyright and grant the journal right of first publication (online and print) with the work simultaneously. We use the restrictive license (non-commercial) as follows:

BY (attribution): Users are allowed to share, distribute and redistribute the published article in any medium or format, with an identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published and an acknowledgment of its initial publication in this journal.

NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories and indexation services, even if these services operate on a commercial basis. Authors grant Journal of Educational Management and Instruction explicit the right to include the published articles in databases, repositories and indexation services.

License

License to Publish
The non-commercial use of the article will be governed by the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). The author hereby grants Journal of Educational Management and Instruction an exclusive publishing and distribution license in the manuscript include tables, illustrations or other material submitted for publication as part of the manuscript (the “Article”) in print, electronic and all other media (whether now known or later developed), in any form, in all languages, throughout the world, for the full term of copyright, and the right to license others to do the same, effective when the article is accepted for publication. This license includes the right to enforce the rights granted hereunder against third parties.

Author's Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

User Rights
Under the Creative Commons Attribution-Non Commercial 4.0 International (CC BY-NC 4.0) license, the author(s) and users are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Users must give appropriate credit, provide a link to the license, and indicate if changes were made.

Rights of Authors
Authors retain the following rights:

  1. Copyright, and other proprietary rights relating to the article, such as patent rights,
  2. The right to use the substance of the article in future own works, including lectures and books,
  3. The right to reproduce the article for own purposes, provided the copies are not offered for sale, and
  4. The right to self-archive the article.

Co-authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.