Analyzing the Post-Pandemic Working Conditions and Behavioral Adjustment of Teachers in IPED Schools usingTheory of Work Adjustment
DOI:
https://doi.org/10.63236/Keywords:
post-pandemic education, ; teacher working conditions, behavioral adjustment, hybrid teachingAbstract
The purpose of this study was to analyze the relationship between working conditions and behavioral adjustment of teachers according to the Theory of Work Adjustment (TWA) in the context of post-pandemic education, focusing on the transition from limited face-to-face or online to face-to-face teaching. The study employed a quantitative approach, specifically a correlational research design, involving 67 teachers in Mindanao across IPED schools of T’boli, South Cotabato. Findings revealed that favorable working conditions influence the behavioral adjustment of teachers during the post-pandemic period. While the study affirmed the contention that working conditions play a role in the behavioral adjustment of teachers, the result expanded the assertion that the working conditions must meet the needs of employees for optimal adjustment in a post-pandemic indigenous peoples’ educational setting, indicating that external disruptions such as the COVID-19 pandemic can still be managed when the work environment is favorable. Those teachers who have better working conditions were more likely to demonstrate positive behavioral adjustment during the post-pandemic period. This study recommends an in-depth analysis of the TWA for crisis-driven changes in the work environment.
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