Examining The Implication Of Teachers’ Resilience Factors On Teaching Effectiveness During Covid-19 Pandemic

Abstract

The paper fills in the research gap on the study of teachers' resilience factors that influence their teaching effectiveness in a hybrid learning setting during the COVID-19 pandemic in Indonesia. During the pandemic, many Indonesian students experienced a lack of class interaction, leading to decreased learning outcomes –an issue called learning loss. It impacts Indonesia's competitiveness in education globally and a decreased GDP value. To answer the learning loss issue, the study analyses the three-dimensional framework for resilience with a moderating effect of computer self-efficacy on teachers in Jakarta, Bogor, and Tangerang city of Indonesia. The results indicate that the most influential aspects of teachers' resilience are their emotional and social competence. The results also reveal other factors contributing to teaching success, such as supporting infrastructure, human resource management, shared values, communication flow, as well as parents and students support. The data uphold the ongoing issue that highlights the need for teachers and students interaction, as the moderating effect of computer self-efficacy encourages more face-to-face interaction and minimizes the reliance on technology to substitute the teacher's role. From a managerial perspective, this study emphasizes the need to facilitate teacher’s personal development by considering the impact and awareness of building resiliency.