THE IMPACT OF COVID-19 PANDEMIC ON PERSONAL AND PROFESSIONAL LIFE OF KARACHI UNIVERSITY TEACHERS

Abstract

The COVID-19 epidemic has posed substantial issues to the global higher education sector, particularly in Pakistan. The global academic community responded to the COVID-19 epidemic by shifting to distance learning, with the vast majority of courses being provided online throughout the outbreak. A large number of researchers have shared their work on online teaching and learning in a variety of various methods with the public. As a result of the global epidemic, several Schools, Colleges, and Universities have cancelled physical education programs. In this research report, we discovered that the COVID-19 pandemic, as well as social and emotional pressures, was the primary causes of the negative effects on Karachi University Faculty. These consequences reveal themselves in the participants' personal as well as professional lives. In terms of their professional role, participants reported that the additional time and attention that they dedicated to learning new technologies, implementing new teaching practices, receiving support from co-faculty members, and striving to meet their perceived obligations as scholars had an emotional impact. While conducting online classes during the COVID-19 epidemic, this study focuses on a number of concerns and challenges that University Faculty encountered. Faculty members are dealing with high levels of stress, hopelessness, rage, and grief. There is a significant increase in workload, and they claim that their work-life balance has deteriorated. They talked about the strategies, tools, and tactics they used to get out of this situation, whined about technology, and went back to their normal lives, emphasising the impact of trauma on both their personal and professional lives. They also talked about the impact of trauma on their personal and professional lives. There has been a substantial impact on the lives of faculty members as a result of the epidemic, with possibly important effects for the future. The findings imply that efforts should be made to improve assistance and professional training sessions should be held at the departmental and faculty levels to enable them to continue their research and other educational activities without experiencing stress or trauma in the future.