CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

The outbreak of COVID-19 Pandemic across the world has profoundly altered almost all aspects of life, including education, and Gusau has not been an exception to these changes. The difficulty of handling the outbreak from spreading more widely has made world leaders develop super-strict rules so that the chain of the spread of COVID-19 can be broken. Some standards that the World Health Organization (2019) has recommended, such as social distancing and physical distancing, have created difficult choices for each country to implement. In Indonesia, “large-scale social restrictions” were adopted in March 2020 due to the increasing number of people infected with COVID-19. These were followed by other regulations in the form of working from home for workers, praying from home, and homeschooling for students ranging from the early childhood education level to higher education (Regulation of Indonesian Government No.21, 2020, 2020). According to the United Nations Educational, Scientific and Cultural Organization (2020), as many as 1,186,127,211 learners were affected across the globe, or about 67.7% of the total enrolled learners from 144 country-wide closures, and nations had to change their learning systems due to COVID-19. Changes in teaching systems force schools to implement distance education or online learning, e-learning, distance education, correspondence education, external studies, flexible learning, and massive open online courses (MOOCs). The same conditions and rules apply in the United States. According to the Centers for Desease Control and Prevention (2020), e-learning plans have been implemented, including digital and distance learning options, as feasible and appropriate to ensure the continuity of education for students during the COVID-19 pandemic. A report from The World Bank (2020) stated that several countries had implemented different learning systems as physical schools were closed due to COVID-19. For example, in early February 2020, China implemented an online learning system by holding simultaneous online learning exercises to ensure that learning for students was not interrupted.

1.2 STATEMENT OF THE PROBLEM

The Gusau government's implementation of large-scale social restrictions has impacted the routines of the community and students in the learning system. Distance learning or using online systems have provided solutions for schools that are starting to implement the School from Home (SFH) system. SFH is a program that migrates the learning process from school to home. Based on the instructions of the Ministry of Education and Culture, schools are to organize online learning to provide a meaningful learning experience for students without being burdened with the demands of achieving all curriculum requirements. In this, SFH considers the health and safety of students, educators, education staff, and the community. Online learning emphasizes Internet-based courses offered synchronously and asynchronously. Synchronous learning is a form of learning with direct interactions between students and teachers while simultaneously using online forms such as conferences and online chat. Meanwhile, asynchronous learning is a form of learning indirectly (not at the same time) using an independent learning approach. Some subject matter is designed and displayed on LMS on Moodle, or email systems, blogs, online discussions, Wikipedia, videos, articles, and other platforms (Ko & Rossen, 2017; Ogbonna et al., 2019; Papachristos et al., 2010; Sturm & Quaynor, 2020; Tarman, 2020). Students have access to the teacher synchronously, asynchronously, or both (Hunter & St. Pierre, 2016; Inoue, 2007; Ohlin, 2019; Richardson et al., 2020).

To carry out this project, first, the current context of educational centers caused by the pandemic situation will be analyzed, specifically, the closure of educational centers and, as a consequence, the change from face-to-face teaching to online teaching through ICT. Subsequently, different measures related to the necessary training of education professionals in this new context will be analyzed. Finally, a work approach is proposed based on the contributions made by neuroeducation as a means of optimizing and channeling the teaching and learning process in this new context.

1. AIMS AND OBJECTIVES

The aim of this study is to investigate into the relationship between effects of covid 19 on the job performance of Secondary School teachers in Gasau.

Specifically the study objectives will be:

1. To examine the effect of educational centres caused by pandemic on the job performance of teachers.
2. To assess the change effect of face-face teaching online on the job performance of teachers.
3. To find out the different measures related to training of teachers on job performance.
4. To provide measures in which job performance of teachers can be motivated amidst covid 19 in Gasau.

1. RESEARCH QUESTIONS

The following research questions will be address in the study:

1. To what effects of educational centres caused by pandemic on the job performance of teachers in Gasua?
2. What is the change effect of face-face teaching online on the job performance of teachers Gasua?
3.  What are the different measures related to training of teachers on job performance in Gasau?
4. What measures in which job performance of teachers can be motivated amidst covid 19 in Gasau?

1. STATEMENT OF RESEARCH HYPOTHESIS

H0 there is no significant relationship between effect of covid 19 and job performance of teachers.

H1 there is significant relationship between effect of covid 19 and job performance of teachers.

1. SIGNIFICANCE OF THE STUDY

Covid 19 has caused so many effects on the societal institutions especially the educational sector. Educational is known to be the bedrock of every society. This study therefore will reveal the relationship between effects of covid 19 on the job performance of teachers. Teachers will know the measures to adopt in order to be relevant with the current realities of covid 19 effect.

1. SCOPE OF THE STUDY

This study is on effect of Covid 19 on the job performance of secondary school teachers in Gasau. It takes a study from the secondary school teachers, the relationship between covid 19 effects o n the job performance of teachers in Gasua secondary schools.

1. LIMITATION OF THE STUDY

TIME CONSTRAINTS: One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

FINANCIAL CONSTRAINTS: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project.

1. DEFINITION OF TERMS

Job performance

It assesses whether a person performs a job well. Job performance, studied academically as part of industrial and organizational psychology, also forms a part of human resources management. Performance is an important criterion for organizational outcomes and success. John P. Campbell describes job performance as an individual-level variable, or something a single person does. This differentiates it from more encompassing constructs such as organizational performance or national performance, which are higher-level variables.

Covid 19

Coronavirus disease 2019 (COVID-19) is defined as illness caused by a novel coronavirus now called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2; formerly called 2019-nCoV), which was first identified amid an outbreak of respiratory illness cases in Wuhan City, Hubei Province, China. [1] It was initially reported to the WHO on December 31, 2019. On January 30, 2020, the WHO declared the COVID-19 outbreak a global health emergency.  On March 11, 2020, the WHO declared COVID-19 a global pandemic, its first such designation since declaring H1N1 influenza a pandemic in 2009.