Resilience Beyond Demographics on Strengthening Teacher Well-being and Coping Mechanism Amid Distance Learning Challenges
คำสำคัญ:
coping mechanism, distance learning, stress, workloadบทคัดย่อ
The study examined the attitudes of 23 teachers, selected through complete enumeration, toward distance learning, workload, and burnout. Using a descriptive-correlational research design and an adapted research instrument, data were analyzed through percentage, mean, and Pearson Product Correlation. Findings revealed that teachers generally hold positive attitudes toward distance learning, manage workload challenges effectively, and demonstrate resilience amid pandemic-related disruptions. Their coping mechanisms include drawing strength from faith or spirituality, engaging in leisure activities, and seeking emotional support from peers. Interestingly, no significant correlation was found between teachers’ demographic profiles and their attitudes toward distance learning, workload, and burnout—suggesting that resilience and adaptability transcend personal background or experience. These results underscore the psychological endurance and professional commitment of teachers despite the pressures of remote education. From a policy and practice standpoint, the study highlights the urgent need for education leaders to institutionalize systemic reforms that alleviate excessive workload, embed wellness and mental health programs, and promote professional growth through advanced studies and continuous learning. Furthermore, enhancing blended learning systems and supportive institutional cultures will be crucial to sustaining teacher motivation and well-being, ensuring a more resilient and adaptive teaching workforce in future educational transformations.
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