Abstract
This qualitative study described the various experiences of selected teacher participants infected by the COVID-19 virus and subjected to mandatory social isolation. It also identified the stressors, resilience level, and productivity during their battle with COVID-19. A framework development for a holistic educational organization’s support system was established from the data analysis. The teacher-respondents considered were those who experienced mild to no symptoms of COVID-19 and were physically capable of performing their tasks while in the isolation facility. Accordingly, they received the necessary food, medication, vitamins, and other essential health care during their isolation. However, occasionally they needed help getting supplies from outside, but no family members were available. The teachers were unable to conduct online classes nor prepare required reports because of unstable communication and internet connections. These further contributed to the anxiety as there were times they need to communicate with their families and friends. There wasn’t technological support provided by their schools during the isolation period. Devices and tools required to use to continue conducting online classes were mainly personally provided. The constant calls and messages from families and friends were overwhelming that boosted their morale. On the other hand, school administrators and immediate supervisors did not establish communication, and no clear instructions were provided for the arrangements needed on the school-related assignments while in the isolation. This problem reflects that schools do not have a policy on employees affected by COVID-19. Teachers were subjected to various stressors such as the anxiety and fear that the virus can be transmitted to other family members and friends, children to take care of at home, financial needs for treatment reports to be submitted and other transactions need to accomplish. Teachers' resilience level was classified as above average (high resilience). A framework for Holistic Educational Organization's Support System was developed which consists of four components such as (1) physiological support; (2) communication support; (3) technological support; and (4) psychological support which were found to be essential in maintaining the well-being, productivity, and mental health of the teachers. The framework can be utilized by schools to address the needs of their teachers and other employees while at the isolation facility battling the COVID-19 virus. It is recommended that a quantitative study will be conducted to determine the extent of the effect of isolation on the productivity level, and the strength of the relationship between the resilience and recovery of the teachers.
