Abstract

COVID-19 pandemic and its attendant problems have unleashed severe seismic disruptions on most countries of the world and have brought to the fore the fragility of most systems of the underdeveloped countries, particularly educational sector. Teachers, one of the educational stakeholders, were seemingly neglected during the COVID-19 seismic disruptions and this neglect could have far reaching impact on their cognition, psyche, self-esteem, motivation and confidence if not accorded attention against future happenings. This research therefore takes a deep dive into how COVID-19 has influenced teachers’ lives, especially secondary school teachers’ resilience; commitment, adaptability, confidence and the social support they received during and after the COVID-19 pandemic in both rural and urban Nigeria. It also examines the essence of boosting resilience in teachers to promote learning, proffer and employ mitigation techniques and combat COVID -19-like situations in school environment in relation to what their cognition, skills and dispositions are with regards to novel and emergency happenings in the future. The study adopts the mixed method design using qualitative and quantitative methods of data gathering via oral interviews and questionnaires. It thereafter compares the resilience exhibited between rural based teachers and urban based teachers. The findings have implications for pre-service and in-service teacher training programmes, curriculum design, government and society engagement and teacher burn-out and attrition.

Highlights

  • The teaching profession is a profession that requires total immersion of the entity of a teacher

  • 1) Resilience skills displayed by teachers during COVID-19 destruction are confidence, adaptability, purposefulness/commitment and social support

  • The study revealed that the level of teacher resilience during COVID-19 pandemic was low

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Summary

Introduction

The teaching profession is a profession that requires total immersion of the entity of a teacher. There is a saying in Nigeria that “a teacher’s reward is in heaven” A teacher applies specialized knowledge, skills and attributes to provide services to meet individual and societal educational needs which in turn touch every aspect and profession in the society. This high pressure and high expectations comes from varied sources and has a negative impact on the alarmingly high rates of teacher stress, burnout and attrition. In Nigeria, teacher attrition rate is suggested to be above 10% (Oke, Ajagbe, Ogbari & Adeyeye, 2016) while in the Northern part of Nigeria, teacher attrition rate increased rapidly within four years, in 2008 the rate was 13.9% but increased 20.1% in 2012 (Garba, 2012)

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