Navigating the Educational Landscape in Crisis: A Literature Review on the Challenges Encountered by Teachers During the COVID-19 Pandemic

Abstract

This literature review focused on the challenges faced by teachers amidst the COVID-19 pandemic. Three published research were considered. In the first research reviewed, the respondents shared similar challenges which were: sacrificing personal undertakings to meet expectations, difficulty in communicating and reaching out to the learners, difficulty in assessing academic performance and in assuring learning, and difficulty in making/crafting modules. In the second research reviewed, the results revealed that the following were the challenges faced by the teachers: lack of resources, difficulty in handling students, difficulties submitting paperwork, and other tasks assigned to the teachers. The last research reviewed revealed that the teachers faced challenges in initiating online class sessions which were themed as the following: knowledge and technological skills, technological access, course design, time, communication self-efficacy, environment, and interest. Understanding these challenges faced by teachers during the COVID-19 pandemic is crucial for understanding their struggles, ensuring effective continuity of learning, addressing educational inequities, making informed policy decisions, supporting teacher well-being, fostering innovation in teaching methods, and preparing education systems for future crises. It ultimately contributes to a resilient and equitable education system that benefits both educators and learners.