Date of Award
Doctorate in Education
School or College
School of Education
The COVID-19 pandemic dramatically impacted the world of education. Schools were forced to rapidly adapt to new modes of teaching, learning, and assessment to continue providing education to students safely and effectively. This study examines the experiences of schools during the COVID-19 pandemic, focusing on their challenges, responses, and impact on students, teachers, and staff and how their promotive and protective factors contributed to their resilience.
The qualitative study includes narratives from school administrators, teachers, and students. The results showed that schools had faced numerous challenges during the pandemic, including shifting to remote learning, maintaining student engagement and motivation, addressing technological and logistical barriers, and managing the psychological impact of the pandemic on students and faculty.
Despite these challenges, schools have shown remarkable resilience and creativity in their responses to the pandemic, including implementing innovative approaches to teaching and learning and strengthening collaboration and support among teachers and staff. However, the study also highlights the impact of the pandemic on students, including lack of motivation, following local government guidelines on campus, and experiences of social isolation and stress.
This study provides valuable insights into the experiences of schools during the COVID-19 pandemic and the importance of addressing the challenges and impacts of the pandemic to ensure a safe, effective, and equitable education for all students. The study also shows how different promotive factors impact an individual's resilience. The findings can inform the development of policies and practices to support schools and students in the aftermath of the pandemic.
Aquino, Christopher, "The Resilience of a School Community During a Pandemic: A Phenomenological Study of the Trials and Tribulations of Bishop John Paul Academy" (2023). LMU/LLS Theses and Dissertations. 1228.