Online Distance Learning Challenges and Job Performance During Covid-19 Pandemic: Experience of Primary School Teachers in Dungun, Terengganu

  • Siti Rapidah Omar Ali Universiti Teknologi MARA, Cawangan Terengganu
  • Nur Shafini Mohd Said Universiti Teknologi MARA, Cawangan Terengganu
  • Khalid Amin Mat Universiti Teknologi MARA, Cawangan Terengganu
  • Farah Ahlami Mansor Universiti Teknologi MARA, Cawangan Terengganu

Abstract

The global crisis sparked by the coronavirus epidemic has had a significant influence on global health, social interaction, and economic growth, and Malaysia is no exception. During the COVID-19 pandemic season, the government has mandated that schools remain closed and that all learning be done online. Due to the COVID-19 pandemic, online transactions, and interactions, as well as e-learning, have become the standard, and Internet connectivity is no longer an option, but rather a requirement. This study aims to examine the relationship between teachers' performance and the challenges they faced with online distance learning. Four primary schools in both urban and rural areas in Dungun were involved in the study. The online survey questionnaire was distributed to 111 primary school teachers in selected schools. Pearson correlation and multiple regression were used to analyze the relationship between independent variables (new technology, teaching skills, working environment and students’ acceptance) and dependent variable (job performance). The results demonstrated a moderately positive link between the job performance of the teachers and all independent variables. The relationship between the working environment and job performance was the strongest. While there was little association between students’ acceptance and job performance. More study is needed to include additional elements that may also have an impact on work performance besides filling the knowledge gaps in this overall grasp of the obstacles of online distance learning.

References

Agus, P., Masduki, A., Yoyok, C., & Mochammad, F. (2020). Impact of Work from Home (WFH) on
Indonesian Teachers Performance During the Covid-19 Pandemic: An Exploratory Study. International Journal of Advanced Science and Technology. 29 (5), 6235 – 6244.
Alamgir, K., Salahuddin, K., Syed Zia, U.I. & Manzoor, K. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice, 8 (1).
Azman, N., & Abdullah, D. (2021). A Critical Analysis of Malaysian Higher Education Institutions’
Response Towards Covid-19: Sustaining Academic Program Delivery. Journal of Sustainability Science and Management, 16(1), 70–96. https://doi.org/10.46754/jssm.2021.01.008.
Aziz, I., Kumar, R., Rathore, A., & Lal, M. (2015). Working environment and job satisfaction among
health professional working at a tertiary care hospital of Pakistan. Journal of Ayub Medical College, 27(1), 201-4.
Benali, M., Kaddouri, M. & Azzimani,T. (2018). Digital skills of Moroccan teachers of English.
International Journal of Education and Development using Information and Communication
Technology (IJEDICT), 14(2), 9-120.
Berita Sunway. (2020). The Great Digital Divide. https://www.sunway.com.my/stories
the-great-digital-divide/
Berry, B., Dickeson, T., Harrist, J., Pomey, K., Zheng, J. & Irvin, M. (2020). Teachers and Teaching in the Midst of a Pandemic Implications: Lesson from South Carolina. Technical Report on Survey Results. College of Education, University of South Carolina.
Bonhak, K., Jongsik, Y., Bee-Lia, C., Sanghyeop, L. & Heesup, H. (2020). Relationships among
Emotional and Material Rewards, Job Satisfaction, Burnout, Affective Commitment, Job Performance, and Turnover Intention in the Hotel Industry. Journal of Quality Assurance in Hospitality and Tourism, 21 (4), 371-401. https://doi:10.1080/152800x.2019.163572.
Coleman, V. (2021). Digital divide in UK education during COVID-19 pandemic: Literature review.
Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.
Eickelmann, B. & Gerick, J. (2020). Learning with digital media: Objectives in times of Corona and
under special consideration of social Inequities. Die Deutsche Schule 16: 153–162. doi:10.31244/9783830992318.09.
Sunway.com. (2021). The perils of remote learning. http://www.sunway.com.my/
stories/the-great-digital-divide/
European Commission. (2020). Digital education action plan 2021-2027. Resetting education and
training for the digital age. COM (2020) 624.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2018). Preparing for Life in a
Digital World: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational
Achievement (IEA). https://doi.org/10.1007/978-3-030-38781-5_3.
Hafeez, I., Yingjun, Z. Mansoor, R. & Rehman, U. K. (2019). Impact of Workplace Environment on
Employee Performance Mediating Role of Employee Health. Business Management and Education.
Huber, S.G. & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment, and accountability
in times of crises-reacting quickly to explore key issues for policy, practice, and research with the school barometer. Educ Asse Eval Acc, 32, 237-270. http:doi.org/10.1007/s11092-020-09322-y.
Huma, A., Yang, Y.X., Samed, A.A. & Ali, A. (2021). Technology Integration in Higher Education during COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model. Front. Psychol. Sec. Educational Psychology,
https://doi.org/10.3389/fpsyg.2021.736522.
Hollebrands, K. (2020). How can Teachers Use Technology in the Classroom: Ask the Expert Series. https://ced.ncsu.edu/news/2020/05/15/ask-the-expert-how-can-teachers-use-technology-in- the-classroom-as-a-tool-to-enhance-instruction-and-motivate-students-says-professor-karen- hollebrands/
John, A. & Ralph, C. (2018). Teaching and Learning International Survey (TALIS) 2018 Conceptual
Framework. OECD Education Working Paper No. 187.
Johnson, A. M., Jacovina, M. E., Russel, D.E., & Soto, C.M. (2016). Challenges and solutions when using technologies in the classroom. Adaptive educational technologies for literacy instruction, 12-29. New York: Taylor and Francis.
Jennifer, L. H., Mohammed T. A. & Adel, A. B. (2016). One to One Technology and its Effect on
Student Academic Achievement and Motivation. Contemporary Educational Technology, 7(4), 368-381.
Kale, U., & Akcaoglu, M. (2018). The role of relevance in future teachers’ utility value and interest
toward technology. Educational Technology Research and Development, 66 (2), 283-311.
Kanyakumari, D. (2020). Home-based Learning: Odds Stacked Against Teachers in Malaysia’s Public
Primary Schools, While Private Counterparts are More Prepared. Channel news Asia (CNA). https://channelnewsasia.com/asia/malaysia-covid-19-home-based-learning-primary-school-teachers-941441.
MacColl, F., Ker, I., Huband, A., Veith, G., & Taylor, J. (2009). Minimizing pedestrian-cyclist conflict on paths. Paper presented at the Seventh New Zealand Cycling Conference, New Plymouth, New Zealand. https://cyclingconf.org.nz/system/filesNZCyclingConf09_2A_MacColl_Ped
CycleConflicts.pdf
Mann, D. L. (2010). Vision and expertise for interceptive actions in sport. Doctoral dissertation, The University of New South Wales, Sydney, Australia. http://handle.unsw.edu.au/1959.4/44704
Nguyen, N.T., Thai, T.V., Pham & Nguyen, G.C.T. (2020). CDIO approach in developing teacher
training program to meet requirement of the industrial revolution 4.0 in Vietnam. International Journal of Emerging Technologies in Learning, 15 (18), 108-123. https://doi.org/10.3991/ijet.v15i18.15517.
Nzewi, H. N., Augustine, A., Mohammed, I. & Godson, O. (2019). Physical Work Environment and
Employee Performance in Selected Brewing Firms in Anambara State. researchgate.net.
Perifanou, M., Neophytou, L, Petrova, Z., Castells N., Gomez & Antoniou, F. (2019). Investigating
teachers’ confidence and training needs on digital literacy across four European countries,
INTED2019 Proceedings,6808-6817. https, ://doi.org/10.21125/inted.2019.1655.
Picton, I. (2019). Teachers’ use of technology to support literacy in 2018. London: National Literacy
Trust.https://www.researchgate.net/publication/349898613_Teachers'_use_of_technology_to_ support_literacy_in_2018.
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied & Advanced Research, 3(1), 33-35.
Sareen, S. & Nangia, A. (2020). “Online teaching during COVID 19: attitude and challenges faced by
school teachers”. International Journal of Disaster Recovery and Business Continuity, 11 (1),
3012-3018, doi: 10.1016/j.iheduc.2011.11.006.
Schlichter, A. (2020). The Impact of Covid-19 on Education: Insights from Education at a Glance. Paris: OECD Publishing.
Shao, Y., Fang, Y., Wang, M., Chang, C. h., & Wang, L. (2021). Making daily decisions to work from home or to work in office: the impact of daily work and COVID-related stressors on net- day work location. Journal of Applied Psychology, 106(6), 825-838. https://doi.org/10.1037/ap10000929.
Shin, M. & Hickey, K. (2020). Needs a little TLC: examining college students’ emergency remote
teaching and learning experiences during COVID-19. Journal of Further and Higher Education, 45(7), 973-986. doi: 10.1080/0309877X.2020.1847261.
Shin, Y. & Hur, W. M. (2020). Supervisor Incivility and Employee Job Performance: The Mediating
Roles of Job Insecurity and Motivation. Journal of Psychology, 154 (1), 38-59.
TALIS. (2018). Teaching and Learning International Survey (TALIS) 2018. Conceptual Framework
OECD Education Working Paper No. 187.
Tondeur, J., Aesaert, K., Pynoo, B., Van Braak, J., Fraeyman, N. & Erstad, O. (2017). Developing a
validated questionnaire to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48 (2), 462–472. https://doi.org/10.1111/bjet.12380.
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T. & Sointu, E. (2019). Teacher educators
as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50, 1189-1209.
https://doi.org/10.1111/bjet.12748.
United Nation. (2020). Shared responsibility, global solidarity: Responding to the socio-economic impacts of COVID-19. https://www.un.org/sites/un2.un.org/files/sg_
report_socio-economic_impact_of_covid19. pd. https://doi.org/10.18356/5c353f7e-en
United Nations Children’s Fund (UNICEFS). (2020). Understanding the Impact of COVID-19 on
Vulnerable Children & Families in Malaysia. https://www.uniceff.org/malaysia
media/1916/file/Impact%20of%20COVID-19%20on%20Vulnerable%20Children%
20&%20Families%20in%20Malaysia.pdf.
Winthrop, R. (2020). Top 10 risks and opportunities for education in the face of COVID-19. The
Brookings Institution. https://www.brookings.Edu/blog/education-plusdevelopment
/2020/04/10/top-10-risks-and-opportunities-foreducation-in-the-face-of-covid-19/.
Zatul, I. Z. and Baharom, B. (2021). Lebih 7,000 murid B40 Terengganu tidak diikuti PdPR.
https://www.bharian.com.my/berita/wilayah/2021/09/864117/lebih-7000-murid-b40-terengganu-tidak-diikuti-pdpr
Published
2023-01-31
How to Cite
OMAR ALI, Siti Rapidah et al. Online Distance Learning Challenges and Job Performance During Covid-19 Pandemic: Experience of Primary School Teachers in Dungun, Terengganu. Jurnal Intelek, [S.l.], v. 18, n. 1, p. 27-40, jan. 2023. ISSN 2231-7716. Available at: <https://myjms.mohe.gov.my/index.php/intelek/article/view/20188>. Date accessed: 21 apr. 2024. doi: https://doi.org/10.24191/ji.v18i1.20188.