Journal Screenshot

International Journal of Academic Research in Business and Social Sciences

Open Access Journal

ISSN: 2222-6990

Mapping Psychosocial Capital, Commitment, and Crisis Self Efficacy For Improving Vuca E-Learning Environment

Ezza Mad Baguri, Samsilah Roslan, Siti Aishah Hassan, Steven Eric Krauss, Sahar M. Taresh

http://dx.doi.org/10.6007/IJARBSS/v13-i12/20348

Open access

In today's evolving educational environment, teachers are shouldering ever-mounting responsibilities, particularly due to transformative factors such as the challenges posed by e-learning. This transition has also magnified existing disparities in access to educational resources, further intensifying the burdens borne by teachers, ultimately influencing their dedication and emotional well-being. These transformations have a profound impact on teachers' commitment and overall morale. The acronym VUCA, which stands for Volatility, Uncertainty, Complexity, and Ambiguity, aptly characterizes these intricate challenges that have been thrust into the spotlight by the COVID-19 pandemic. The current study aims to build a framework upon a comprehensive review of empirical and theoretical research and seeks to stimulate further discussions and investigations into exploring VUCA's Impact on teachers' psychosocial capital, crisis self-efficacy, and work commitment. The current study contributes to the global endeavor to attain these vital sustainability objectives by underscoring the imperative of aligning educational strategies with the United Nations Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4) and Well-being (SDG 3).

Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Online Submission, 2(1), 45–51.
Aisha, N., & Ratra, A. (2022). Online education amid COVID-19 pandemic and its opportunities, challenges and psychological impacts among students and teachers: A systematic review. Asian Association of Open Universities Journal, 17(3), 242–260.
Andrabi, T., Daniels, B., & Das, J. (2020). Human capital accumulation and disasters: Evidence from the Pakistan earthquake of 2005 (20/039; RISE Working Paper Series). UK Aid. https://doi.org/10.35489/BSG-RISE-WP_2020/039
Avery, E., & Park, S. (2016). Effects of crisis efficacy on intentions to follow directives during crisis. Journal of Public Relations Research, 28(2), 72–86.
https://doi.org/10.1080/1062726X.2016.1165681
Azhari, B., & Fajri, I. (2022). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 53(7), 1934–1954. https://doi.org/10.1080/0020739X.2021.1875072
Baguri, E. M., Roslan, S., Hassan, S. A., Krauss, S. E., & Zaremohzzabieh, Z. (2022). How Do Self-Esteem, Dispositional Hope, Crisis Self-Efficacy, Mattering, and Gender Differences Affect Teacher Resilience during COVID-19 School Closures? International Journal of Environmental Research and Public Health, 19(7), 4150.
Baloran, E., & Hernan, J. (2020). Crisis self-efficacy and work commitment of education workers among public schools during COVID-19 pandemic. https://doi.org/10.20944/preprints202007.0599.v1
Bandura, A. (1997). Theoretical perspectives: Self-efficacy: The exercise on control. W.H. Freeman and Company.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. In Journal of management (Vol. 38, Issue 1, pp. 9–44). Sage publications.
Beason-Abmayr, B., Caprette, D. R., & Gopalan, C. (2021). Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic. Advances in Physiology Education, 45(2), 384–389.
https://doi.org/10.1152/advan.00248.2020
Bhatia, A., & Mohsin, F. (2020). Comprehensive literature review on workplace happiness linked to employee outcomes. Test Engineering and Management, May-June, 83, 29266–29279.
Breidenstein, A., Hess, J., Hadaschik, B., Teufel, M., & Tagay, S. (2019). Psychosocial resources and quality of life in transgender women following gender-affirming surgery. The Journal of Sexual Medicine, 16(10), 1672–1680.
Bubb, S., & Jones, M.-A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209–222. https://doi.org/10.1177/1365480220958797
Ceglie, R. J., Black, G., & Saunders, S. (2022). COVID-19’s Impact on Teachers and the Teaching Profession. In R. J. Ceglie, D. F. Abernathy, & A. W. Thornburg (Eds.), Schoolchildren of the COVID-19 Pandemic: Impact and Opportunities (pp. 59–81). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80262-741-120221004
Chanana, N. (2021). The impact of COVID?19 pandemic on employees organizational commitment and job satisfaction in reference to gender differences. Journal of Public Affairs, 21(4), e2695. https://doi.org/10.1002/pa.2695
Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychology in the Schools, 48(10), 1034–1048. https://doi.org/10.1002/pits.20611
Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243–260. https://doi.org/10.1007/s10833-007-9054-6
Demuth, J. L., Morss, R. E., Lazo, J. K., & Trumbo, C. (2016). The effects of past hurricane experiences on evacuation intentions through risk perception and efficacy beliefs: A mediation analysis. Weather, Climate, and Society, 8(4), 327–344.
Donaldson, S. I., Csikszentmihalyi, M., & Nakamura, J. (2011). Applied positive psychology: Improving everyday life, health, schools, work, and society. Routledge. https://books.google.com/books?hl=en&lr=&id=ogytAgAAQBAJ&oi=fnd&pg=PR1&dq=Donaldson,+S.I.%3B+Csikszentmihalyi,+M.%3B+Nakamura,+J.+Applied+positive+psychology:+Improving+everyday+life,+health,+schools,+work,+and+society%3B+Routledge:+2011.&ots=-C1AspTZL6&sig=9Ep_XlgFSvK52zI91troJ6WrMhw
Findlow, S. (2008). Accountability and innovation in higher education: A disabling tension? Studies in Higher Education, 33(3), 313–329.
https://doi.org/10.1080/03075070802049285
Ghaslani, R., Yazdani, H., Ahmadian, M., & Dowlatabadi, H. R. (2023). Investigating EFL Teachers’ Resilience: Using Grounded Theory Approach. Iranian Journal of Language Teaching Research, 11(1), 1–24.
Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 5(3/4), 327–336.
Hu, D., Zhou, T., Zhou, K., & Deng, F. (2022). The relationship between psychological capital and teacher career commitment in ethnic areas of China: The mediating effects of gratitude and career well-being. Frontiers in Psychology, 12, 818274.
Huang, J. (2020). Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19. Journal of Chemical Education, 97(9), 2810–2814. https://doi.org/10.1021/acs.jchemed.0c00671
Joshi, A., Vinay, M., & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: Perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205–226.
Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India: An econometric analysis. Asian Association of Open Universities Journal, 16(3), 311–325.
Khudov, H., Tyurina, V., Ovod, Y., Kozyr, M., Chala, A., & Khizhnyak, I. (2020). The Ways of Psychological and Pedagogical Barriers Overcoming between Teachers and Students during COVID-19 Pandemic.
http://repository.khpa.edu.ua:8080/jspui/handle/123456789/1890
Kotzé, M., & Nel, P. (2020). The influence of job resources on platinum mineworkers’ work engagement and organisational commitment: An explorative study. The Extractive Industries and Society, 7(1), 146–152.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.
Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., & Wu, J. (2020). Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. Journal of Affective Disorders, 277, 153–158.
López-Torres, E., Carril-Merino, M. T., Miguel-Revilla, D., Verdú, M. J., & De La Calle-Carracedo, M. (2022). Twitter in initial teacher training: Interaction with social media as a source of teacher professional development for social studies prospective educators. Sustainability, 14(23), 16134.
Mahapatra, A., & Sharma, P. (2021). Education in times of COVID-19 pandemic: Academic stress and its psychosocial impact on children and adolescents in India. International Journal of Social Psychiatry, 67(4), 397–399.
https://doi.org/10.1177/0020764020961801
Malik, S., & Tyagi, H. K. (2020). A study of parent’s opinion on online teaching in Delhi-NCR schools. Indian Journal of Science and Technology, 13(42), 4351–4363.
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205
Ochoa Pacheco, P., Coello-Montecel, D., & Tello, M. (2023). Psychological empowerment and job performance: Examining serial mediation effects of self-efficacy and affective commitment. Administrative Sciences, 13(3), 76.
Okyere, E., Salusalu, M., Goundar, R., & Marfoh, K. (2023). Online teaching during COVID-19 pandemic in Fiji: Challenges, facilitators and improvement strategies. Qualitative Research Journal, 23(1), 62–82.
Petrie, N. (2011). Future trends in leadership development. Center for Creative Leadership White Paper, 5(5), 36.
R Richards, K. A., Washburn, N. S., & Hemphill, M. A. (2019). Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction. European Physical Education Review, 25(2), 389–408. https://doi.org/10.1177/1356336X17741402
Scull, J., Phillips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: An Australian perspective. Journal of Education for Teaching, 46(4), 497–506. https://doi.org/10.1080/02607476.2020.1802701
Shahzad, K., Khan, S. A., Javed, Y., & Iqbal, A. (2023). E-Learning for Continuing Professional Development of University Librarians: A Systematic Review. Sustainability, 15(1), 849.
Shin, S., Mercer, S., Babic, S., Sulis, G., Mairitsch, A., King, J., & Jin, J. (2023). Riding the happiness curve: The wellbeing of mid-career phase language teachers. The Language Learning Journal, 51(2), 195–207. https://doi.org/10.1080/09571736.2021.1979632
Taylor, S. E. (2011). How psychosocial resources enhance health and well-being. In Applied positive psychology: Improving everyday life, health, schools, work, and society (pp. 65–77). Routledge. https://books.google.com/books?hl=en&lr=&id=ogytAgAAQBAJ&oi=fnd&pg=PA65&dq=Taylor,+S.E.J.A.p.p.I.e.l.,+health,+schools,+work,%3B+society.+How+psychosocial+resources+enhance+health+and+well-being.+2011,+65-77.&ots=-C1AspTVT7&sig=GeBalXH7qfa_wxTUKS5YNbhyIf0
Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating Teacher Commitment Scale Using a Malaysian Sample. SAGE Open, 4(2), 215824401453674. https://doi.org/10.1177/2158244014536744
Vahtera, J., Kivimäki, M., Uutela, A., & Pentti, J. (2000). Hostility and ill health: Role of psychosocial resources in two contexts of working life. Journal of Psychosomatic Research, 48(1), 89–98.
Wong, K. M., & Moorhouse, B. L. (2020). The Impact of Social Uncertainty, Protests, and COVID-19 on Hong Kong Teachers. Journal of Loss and Trauma, 25(8), 649–655. https://doi.org/10.1080/15325024.2020.1776523
Yin, H., Tam, W. W. Y., & Lau, E. (2023). Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment. Teaching and Teacher Education, 123, 103997.
Zhang, L., & Jiang, L. (2023). The role of emotion in Chinese preschool teachers’ identity construction. Teaching and Teacher Education, 123, 104010.

(Baguri et al., 2023)
Baguri, E. M., Roslan, S., Hassan, S. A., Krauss, S. E., & Taresh, S. M. (2023). Mapping Psychosocial Capital, Commitment, and Crisis Self Efficacy For Improving Vuca E-Learning Environment. International Journal of Academic Research in Business and Social Sciences, 13(12), 4988-5000.