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Self-Care Strategies for Educators of Lyceum of the Philippines

University-Cavite during the Coronavirus Crisis: Supporting
Personal Development
Dorcas Grace Auditor, Michael Barcelo, Andrei Louise G. Enriquez, Ralf M. Gengnagel, & Thomas
Maverich M. Vidallon
Senior High School, International School, Lyceum of the Philippines University Cavite

1. Introduction

The covid-19 pandemic forced changes in different parts of people’s lives. The whole educational system
from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease
2019 or commonly known as COVID-19 (Mishra et al. 2020). It had caused a pause in the traditional way of
learning and had introduced a new way of learning while keeping the protocols implemented in mind. COVID-19 is
the greatest challenge that these expanded national education systems have ever faced. Many governments have
ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost
overnight, to online teaching and virtual education (Daniel 2020). This health problem created public health
emergencies that Filipinos are also affected nationwide due to prolonged social isolation that creates loneliness,
anxiety, depression, and can even lead to a post-traumatic stress disorder (Leite et al., 2020 cited American
Psychological Society, 2020; WHO, 2020). The way of life in the Philippines has changed its course, although,
Filipinos are not the only ones whose life changed, considering that COVID-19 is already a global problem,
everybody’s lifestyle changed (Pan, 2020).
The challenges and stresses that educators face in the midst of the COVID-19 pandemic are unprecedented.
To continue supporting their students in this challenging context, teachers and other educators must first be able to
take care of themselves. COVID-19 indeed changed the lives of many people around the world. (Talidong 2020). It
created fear, trauma, depression, and anxiety to people, especially those who lost their loved ones due to the
pandemic. In the context of the Philippines, Filipinos, particularly the teachers are worried about the safety of their
loved ones and even their lifestyles have been affected because of the fears due to the pandemic. Though the
Filipino teachers have shown a positive outlook in life amid the COVID-19 outbreak, they are still susceptible to
the anxieties since the pandemic is still ongoing worldwide. These teachers though are well aware of what to do to
cope with their educational, social, and personal anxieties. (Toquero 2020)
Measures were developed to ensure the stakeholders' continued commitment to educational and
preventative policies, such as the provision of alternate delivery modalities of education and quarantine regulations,
with a focus on instructors and pupils (Commission on Higher Education [CHED], 2020; Department of Education
[DEPED], 2020). Teachers may be concerned about this new normal since they have not been educated for
emergency online teaching. Furthermore, even in higher education, the suspension of courses, along with social
isolation and home quarantine, can cause teachers anxiety.
The study aims to investigate the self care strategies for educators of Lyceum of the Philippines University
- Cavite by supporting their personal development with the occurrence of the Coronavirus crisis. Moreover, this
study focuses about the experiences, attitudes, and practices of the teachers to deal with anxiety due to the COVID-
19 pandemic.

1.1 Literature Review

The synthesis of Review of Related Literature (RRL) is composed of at least three to five paragraphs with
minimum of 7-10 published articles/sources. The synthesis of Review of Related Literature (RRL) is composed of
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at least three to five paragraphs with minimum of 7-10 published articles/sources. The synthesis of Review of
Related Literature (RRL) is composed of at least three to five paragraphs with minimum of 7-10 published
articles/sources. The synthesis of Review of Related Literature (RRL) is composed of at least three to five
paragraphs with minimum of 7-10 published articles/sources. The synthesis of Review of Related Literature (RRL)
is composed of at least three to five paragraphs with minimum of 7-10 published articles/sources. The synthesis of
Review of Related Literature (RRL) is composed of at least three to five paragraphs with minimum of 7-10
published articles/sources.
The synthesis of Review of Related Literature (RRL) is composed of at least three to five paragraphs with
minimum of 7-10 published articles/sources. The synthesis of Review of Related Literature (RRL) is composed of
at least three to five paragraphs with minimum of 7-10 published articles/sources. The synthesis of Review of
Related Literature (RRL) is composed of at least three to five paragraphs with minimum of 7-10 published
articles/sources. The synthesis of Review of Related Literature (RRL) is composed of at least three to five
paragraphs with minimum of 7-10 published articles/sources. The synthesis of Review of Related Literature (RRL)
is composed of at least three to five paragraphs with minimum of 7-10 published articles/sources.
The synthesis of Review of Related Literature (RRL) is composed of at least three to five paragraphs with
minimum of 7-10 published articles/sources. The synthesis of Review of Related Literature (RRL) is composed of
at least three to five paragraphs with minimum of 7-10 published articles/sources. The synthesis of Review of
Related Literature (RRL) is composed of at least three to five paragraphs with minimum of 7-10 published
articles/sources. The synthesis of Review of Related Literature (RRL) is composed of at least three to five
paragraphs with minimum of 7-10 published articles/sources. The synthesis of Review of Related Literature (RRL)
is composed of at least three to five paragraphs with minimum of 7-10 published articles/sources. The synthesis of
Review of Related Literature (RRL) is composed of at least three to five paragraphs with minimum of 7-10
published articles/sources.

1.2 Research Gap/ Problem

In this research, the researchers will conduct their research in Lyceum of the Philippines-Cavite. There are
different education systems both in the Philippines and in the United States of America. The researchers is trying to
know the different self-care strategies of the educators in the Philippines which is not answered in the research that
was done by Pate (2020).

1.3 Rationale/Purpose of the Study

Teachers nowadays tend to go school to get important things or documents. They often risk their safety
during the COVID-19 pandemic while doing their jobs.
While the workload of teachers had dramatically increased in 2020, many of them have negotiated the
continuity of learning in difficult circumstances, we must recall that teachers were already at risk of burnout long
before COVID-19 affected schools. Teachers' stress levels have been heightened by the new coronavirus, and as
countries traverse periods of distant education, recognizing and supporting teacher wellness should be a top focus
(Dabrowski, 2020). This study aims to identify the self-care strategies of teacher supporting their physical
development during the pandemic.

1.4 Significance of the Study

Teachers. The teachers can use this study as a guide to learn different self-care strategies that they can use during
the pandemic. They will have an idea on how they can apply it to their daily lives.

Department of Education. Through this research, the department of education can have different insight on the
different self-care strategies of the teachers. They can use this research as they impose different laws and regulation
that might affect the teachers.

Future Researchers. The result of this study about self-care strategies for educators of Lyceum of the Philippines
University-Cavite during the coronavirus crisis: supporting personal development may give information to the
study that they will be conducting. This research can be a foundation or basis to their to study related research in
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topic of this research. Lastly, this study may give idea to them if ever they will be replicating it as the existing
problem continue to exist over time.

1.5 Scope and Limitation

This study focuses on the self-care strategies used by the educators in support of their personal
development. The data collection will be conducted to random selection of teachers in Lyceum of the Philippines
University-Cavite S.Y. 2021-2022.
This study will not cover other studies that does not have connection with personal development; such as
emotional and social well-being. The result of this study will be applicable only to the respondents of this study and
will not be used as a measure to the self-care strategies in personal development of the educators who do not belong
to Lyceum of the Philippines University-Cavite. The main source of data will be the questionnaire, which is
prepared by the researcher.

1.6 Objectives of the Study

This research aims to identify the educator’s self-care strategies supporting personal development. The
objectives of the study are:
1. To identify the self-care strategies used by the educators in supporting their personal development
during coronavirus crisis.
2. To find out the best strategy that was used by the educators.
3. To find out the problems brought by the coronavirus crisis

References
Dabworski, A. (2020). Teacher Wellbeing During a Pandemic: Surviving or Thriving? Retrieved from
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1008&context=workforce
Pate, C. (2020). Self-Care Strategies for Educators During the Coronavirus Crisis; Supporting Personal Social and
Emotional Well-Being. Retrieved from https://files.eric.ed.gov/fulltext/ED605940.pdf

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