Challenges and Opportunities during the COVID-19 Pandemic:Faculty Insights for Managing Academic Stress

doi:10.21203/rs.3.rs-1867570/v1

This descriptive – survey research work is titled “Challenges and Opportunities during the COVID-19 Pandemic: Faculty Insights for Managing Academic Stress conducted during the Third Trimester of the Academic Year 2020–2021. This study confines its parameter on the selected faculty in the university with classes online in the Kingdom of Bahrain. These target respondents are those faculty teaching courses online or face to face during this pandemic.

In the treatment of data, inferential statistics and percentage were utilized. All statistics and tests subjected to.05 significance level using the SPSS. The greatest challenge that the faculty encountered during the COVID 19 pandemic in terms of Moodle and Social Media is seen in “Usage of platforms (Zoom, Microsoft Team, Moodle etc.). In terms of Teaching and students’ learning the extent of challenge is “educational experience. In terms of school calendar, great challenge is seen in “instruction on assignments, exams, and quizzes”. In terms of social mobility, the highest extent of challenge is on “lab and practical applications/simulations”. However, the pandemic enable the teachers to attend a vast of online, webinars on professional developments. With all the given professional developments, the faculty development is the highest mean to have given growth and participation to teachers. In the matter of difficulties experience by the teacher respondents, the highest factor among other difficulties is on “Education &Teaching”. There are no significant differences considering the teaching experience in relation to the following variables: Impact of Covid 19, Opportunities for Professional Development, and Difficulties on Challenges & Opportunities.

Covid 19 Pandemic

Stress

Online teaching

Higher Education

Challenges

In March 2020, the 2019 corona virus disease (COVID-19) pandemic declaration influenced all of society and had unprecedented transformative effects on academic institutions. Potentially, COVID-19 is one of the biggest challenges to global education, a major educational problem in our lifetime. As of March 28, 2020, more than 1.6 billion children and young people in 161 countries will be out of school due to this pandemic. This is equivalent to 80 percent of the enrolled students in the country. As many students were in school, people were experiencing a global leaning crisis, but did not learn the basic skills needed for life (Education for Global Development, 2020). While several problems have been created by the COVID-19 pandemic, the pandemic has also been a catalyst for progress within the profession, facilitating the advancement of learning opportunities through online courses. The pandemic has encouraged increased cooperation within the entire training community; ethical decision- making based on consensus, and has encouraged a focus on identifying academic institutions' goals.

By suspending or canceling all campus events, including suspending classroom instruction, many universities around the world have reduced meetings to reduce the rapid spread of the virus. As a result, many universities and colleges around the world are moving to online teaching for undergraduate and graduate students to reduce interaction between students and lecturers or between students themselves. Online education helps keep students up and going with a chance to study for themselves. There are difficulties, however, which have also been faced. Suggest variables that can be considered during social distancing during the COVID-19 pandemic to make online classes more successful and reduce the effects of this pandemic. The goal of this research was to assess the perception of academic stress faced by faculty during current online education and coping strategies using their adopted emotional intelligence. As a result of the COVID-19 pandemic, all educational facilities have been closed by the government across the world to control the spread of disease, which has a direct effect on teachers, educators and institutions. A disturbance among faculty is created by the sudden change from the physical classroom to virtual space. The goal of this research was to examine the perception of academic stress faced by faculty during current online education and emotional intelligence coping strategies.

Research Methodology

The method used in this study is descriptive – survey. This study confines its parameter on the selected university with classes online in the Kingdom of Bahrain. These target respondents are those faculty teaching courses online or face to face during this pandemic. In this questionnaire, prepared and used for the first time on my study, entitled, “Challenges and Opportunities during the COVID-19 Pandemic: Faculty Insights for Managing Academic Stress”. This study will be conducted during the Third Trimester of the Academic Year 2020–2021. Questionnaires are distributed to all faculties in the university. For inferential statistics and percentage will be utilized. All statistics and tests will be subjected to.05 significance level using the SPSS.

1. What is the academic profile of the respondents according to:

Length of teaching experience

N		%
1-5	17	16.7%
6-10	23	22.5%
11-15	22	21.6%
16 and above	40	39.2%

Table 1 shows the teaching experience of the respondents. Majority of the respondents are teaching for 16 and above years (39.2%).

Highest educational attainment

N		%
Ph. D	54	52.9%
MA/MS	18	17.6%
BS/BA	30	29.4%

Table 2 shows the highest educational attainment of the respondents. As what can be gleaned from the table, Ph. D. has the highest responses with 52.9%.

Position in the academe

N		%
faculty	69	67.6%
head	19	18.6%
dean/director	14	13.7%

Table 3 responses shows the position of the respondents in the academe, where 67.6% is the highest coming from the faculty.

2. What is the respondents’ general assessment on the impact of COVID-19 in their institution?

Courses offerings

N		Minimum	Maximum	Mean	Std. Deviation
Creation of new programmes	102	2.00	5.00	4.0392	.92192
Sustainability of existing programmes	102	2.00	5.00	4.0000	.86745
Hybrid Courses/Blended learning	102	2.00	5.00	4.1961	.85642
Modes of Instruction (English/Arabic)	102	1.00	5.00	3.9706	1.07589
Degree Completion (semestral/trimestral)	102	2.00	5.00	4.2745	.81029

Table 4 is the respondents’ general assessment on the impact of Covid-19 in their institution based on courses offerings. As what can be gleaned from table 4, the greatest impact is shown in the “Degree Completion” with the mean of 4.2745.

Enrollment

N		Minimum	Maximum	Mean	Std. Deviation
Class size	102	1.00	5.00	3.8627	.96513
Online registration/Enrollment System	102	2.00	5.00	4.3725	.76974
Support system for new students	102	1.00	5.00	4.1765	.94828
Support system for transitioning/transferring students	102	2.00	5.00	4.2843	.82507
academic adviser’s accessibility to student scholastic records	102	2.00	5.00	4.1863	.94114

Table 5 is the respondents response on the impact of Covid-19 with regards enrollment. The table illustrates that the impact is greatly “Online Registration/Enrollment System” with the highest mean of 4.3725.

It has been revealed by Son, Hegde, Smith,Wang, and Sasangohar (2020) that student mental health in higher education is a growing issue. This vulnerable population has been brought into renewed focus by the COVID-19 pandemic situation. In order to examine the mental health and well-being of college students during the pandemic, they performed a timely assessment. Results showed increased tension, anxiety and suicidal thoughts among students due to COVID19. Participants sought help from others to deal with stress and anxiety and supported themselves by adopting either negative or optimistic coping strategies. The COVID- 19 pandemic has had a negative effect on higher education because of the long-lasting pandemic situation and onerous interventions such as lockout and stay-at-home orders. The study highlighted the critical need for approaches and prevention measures to be implemented to address college students' mental health.

Online classes

N		Minimum	Maximum	Mean	Std. Deviation
preparation for virtual classes	102	2.00	5.00	4.3725	.85506
maintenance of social connections with the students	102	2.00	5.00	4.3725	.78250
mental health (stress level compared to F2F)	102	1.000	5.000	4.28431	.825071
IT literacy skills	102	2.00	5.00	4.2843	.84873
Instruction challenge	102	1.00	5.00	4.2255	.92176

Table 6 is the impact of Covid-19 to respondents in terms of online classes. The particular area which to the large extent impacted the online classes is both the “preparation for virtual classes” and “maintenance of social connections with the students”, which both garnered 4.3725 mean respectively.

3. What are the challenges that the faculty encountered during the COVID 19 pandemic?

Communication infrastructure of the institution 3.1.1 Moodle and social media

N		Minimum	Maximum	Mean	Std. Deviation
Usage of platforms (Zoom, Microsoft Team, Moodle etc.)	102	1.00	5.00	4.4020	.87041
Transition to remote learning/ environment	102	2.00	5.00	4.3725	.78250
Accessibility accommodations (themes)	102	3.00	5.00	4.3333	.72212
Learning experience and social interaction	102	2.00	5.00	4.2745	.81029
Connectivity issues	102	1.00	5.00	4.1275	.91923

Table 7 displays the challenges that the faculty encountered during the COVID 19 pandemic in terms of Moddle and Social Media. The greatest challenged is seen in “Usage of platforms (Zoom, Microsoft Team, Moodle etc.), with the mean of 4.4020.

Online learning and teaching research indicates that they are only successful if students have reliable access to the internet and computers and if teachers have received tailored online training and support. Since these required efficacy standards have been largely absent for many, teaching and learning have been impeded by remote education during the pandemic. The lack of the requisite efficiency, remote and alternative learning and online instruction requirements during the pandemic has probably affected teaching and learning.

Teaching and students’ learning

N		Minimum	Maximum	Mean	Std. Deviation
synchronous and asynchronous facilitation	102	2.00	5.00	4.1765	.78868
educational experience	102	2.00	5.00	4.2745	.75984
academic achievement and engagement in online learning	102	2.00	5.00	4.2451	.86099
establishment of online routine	102	2.00	5.00	4.2255	.81940
digestible lessons	102	2.00	5.00	4.1765	.87214

Table 8 displays the challenges that the faculty encountered during the COVID 19 pandemic in terms of Teaching and students’ learning. As what can be gleaned the highest mean with 4.2745 is “educational experience.

Remote and alternative learning and at least theoretically, a homeschooling environment have become the two key instruments for education open to children during the lockdowns. Evidence of these two modes clarifies the conditions that will be required in order for children to learn under these conditions effectively and for teachers to teach under these conditions effectively. Most of these requirements have been missing in recent months, as the following subsections indicate Garcia, E. & Weiss E. (2020).

School calendar (Online classes, exams and requirements)

N		Minimum	Maximum	Mean	Std. Deviation
weight of Coursework per grading period	102	1.00	5.00	4.2549	.87525
grade concerns after the move to online learning	102	2.00	5.00	4.2255	.84322
changes to grade structure	102	2.00	5.00	4.0784	.96150
delays due to canceled classes, retakes, transfer concerns	102	1.00	5.00	4.0098	.99995
instruction on assignments, exams, and/or quizzes	102	2.00	5.00	4.3039	.80579

Table 9 illustrates the challenges that the faculty encountered during the COVID 19 pandemic in terms of school calendar where “instruction on assignments, exams, and quizzes” poses the greatest challenge with the mean of 4.3039.

Teacher training programs must rapidly rise to the task of keeping their students involved in a growing amount of distance learning and preparing teachers in the coming years for an unpredictable environment of education (Southern Regional Education Board, 2020).

Social mobility

N		Minimum	Maximum	Mean	Std. Deviation
adequacy of studying environment	102	2.00	5.00	4.1961	.78399
lab and practical applications/simulations	102	1.00	5.00	4.3431	.77709
heterogeneous interactions	102	2.00	5.00	4.2647	.76981
complexity of learning instructions	102	2.00	5.00	4.1667	.85693
personal preference of social distance	102	1.00	5.00	4.1078	.87774

Table 10 illustrates the challenges that the faculty encountered during the COVID 19 pandemic in terms of social mobility. The highest extent of challenge is on “lab and practical applications/simulations”. It has the mean of 4.3431.

"As colleges and universities face unpredictable demographic changes in the next few years that include a dramatic decline in "traditional age" undergraduates, as families encounter financial instability due to recent skyrocketing unemployment, In view of the COVID-19 pandemic, and as prospective students around the world rethink their postsecondary education, this resource will help boards build a proactive, educated approach to monitoring the enrollment strategies of their institutions (PR Newswire, 2020).

4. What are opportunities that respondents take consideration for their professional development during the COVID 19 pandemic?

Professional development attendance on virtual international conferences and webinars.

N		Minimum	Maximum	Mean	Std. Deviation
eLearning	102	2.00	5.00	4.4216	.76348
Employee Training	102	1.00	5.00	4.3039	.87642
Thought Leadership	102	1.00	5.00	3.9608	1.13383
Continuing Education Delivery	102	1.00	5.00	4.1765	.95867
Lead Nurturing	102	1.00	5.00	3.8922	1.08916
Corporate Communication	102	1.00	5.00	4.0392	1.06168
Branding/Reputation/Management	102	1.00	5.00	4.1373	1.09941
Panelist Discussion (Mentor Method)	102	1.00	5.00	3.8922	1.20975
Research	102	1.00	5.00	4.1176	1.00783
Faculty Development	102	1.00	5.00	4.3431	.88435

Table 11 shows the opportunities that respondents take consideration for their professional development during the COVID 19 pandemic in terms of Professional development attendance on virtual international conferences and webinars. The highest attainment is on “faculty development” with the mean of 4.3431.

Listen to the podcast "Making the Case for Better Faculty Preparation" on THE Campus. We've learned how to use any video conferencing and meeting platform under the sun, as well as a variety of organizational communication tools (Microsoft Teams, Google Drive, Slack), new LMS features, and how to convert our on-campus activities into Zoom-friendly activities and online tests, among other things.

Participation in Paper Presentation

N		Minimum	Maximum	Mean	Std. Deviation
Regional	102	1.00	5.00	3.8137	1.23265
National	102	1.00	5.00	3.8627	1.17767
International	102	1.00	5.00	3.8627	1.30528

Table 12 shows the participation of the respondents in paper presentation. The table shows that majority of the respondents indicates a “sometimes” results in national and international paper presentation, with respectively having the mean of 3.0627.

5. Are there any difficulties that the respondents encounter on the aforementioned challenges and opportunities?

N		Minimum	Maximum	Mean	Std. Deviation
Education/Teaching	102	1.00	5.00	4.2059	.92638
Research activities (priorities and funding)	102	1.00	5.00	4.0098	.99995
Student’s satisfaction on online learning	102	1.00	5.00	4.0588	1.05139
Health issues	102	1.00	5.00	4.0000	1.02445
Expenditures	102	1.00	5.00	4.0196	.98484

Table 13 is the difficulties that the respondents encounter on the aforementioned challenges and opportunities? As what can be gleaned in Table 11, the highest difficulty is on “Education/Teaching” factor. It has the highest mean of 4.2059.

Hybrid and hyflex teaching are the most recent new items that have led to everyone up skill fatigue. They appear in every higher education newsletter or invitation to an online conference, and they are often touted as a panacea for everyone current problems. Some foreign students may have preferred to return to their home country and study remotely in several countries with large populations of international students, or they may be physically unable to enter the country to study on campus, as in Australia.

This means that most subjects would need an online learning alternative, and since enrolment numbers are often low enough that a full on-campus class of 30 to 40 students plus a separate online offering might be inadequate, hybrid teaching is one of the solutions.

Higher education's financial situation is precarious; will institutions be able to invest in the spaces, infrastructure, and workload support necessary to teach hybrid effectively? Can they complete these tasks in a timely manner? Or will educators be asked to “make” something? Or will institutions ask educators to "make do" in the hope that, with increased vaccination, higher education will be "back to normal" soon? Dedicated educators with the financial means can invest their own money in the technology and online tool subscriptions needed to make online and hybrid teaching work, but what about our sessional and casual academics?

6.2. Is there a significant relationship of the computed means of the aforementioned variables?

It is frustrating to operate in one of the most complicated situations. COVID-19 has affected everyone. This has resulted in a substantial rise in stress and anxiety for many individuals. When not properly handled, this stress will prove to be debilitating even in the academy, where the faculty plays an important role in shaping the youth's future, in a time when life is already very difficult. This research is useful for all those who value education and health.

6.1. Is there a significant difference of the computed means of the aforementioned variables?

TEACHING EXPERIENCE

Sum of Squares			df	Mean Square	F	Sig.
Impact of COVID19	Between Groups	2.664	3	.888	2.328	.079
	Within Groups	37.378	98	.381		No significant difference
	Total	40.042	101
Opportunities for Prof Devt	Between Groups	.123	3	.041	.059	.981
	Within Groups	68.154	98	.695		No significant difference
	Total	68.277	101
Difficulties on Challenges & Opportunities	Between Groups	3.399	3	1.133	1.575	.200
	Within Groups	70.488	98	.719		No significant difference
	Total	73.887	101

Table 14 shows that there is no significant difference in the Impact of Covid 19 considering teaching experience. There is no significant difference in the Opportunities for Professional Development considering the teaching experience of the respondents. There is no significant difference in the Difficulties on Challenges & Opportunities considering teaching experience.

Fear and tension arising from COVID-19 can be daunting as faculty, regardless of the existing proximity to an outbreak, and employees face considerable confusion, deviation from familiar routines, and sudden disengagement from social support communities.

As higher education institutions ask staff to quickly abandon campus and transfer to remote teaching, the effect of campus closures reaches far beyond academics. Higher ed leaders must be attentive to the impact of COVID-19 on the mental wellbeing of students and staff and should play a vital role in delivering services proactively, both virtually and in person, to improve the well-being of the school community. (Alyssa Buccella 2020)

EDUCATIONAL ATTAINMENT

Sum of Squares					df		Mean Square	F	Sig.
Impact of COVID19		Between Groups	1.361		2		.680	1.742	.181
		Within Groups	38.681		99		.391		No significant difference
		Total	40.042		101
Opportunities for Prof Devt		Between Groups	.737		2		.368	.540	.584
		Within Groups	67.540		99		.682		No significant difference
		Total	68.277		101
		Between Groups	3.191		2		1.596	2.235	.112
		Within Groups	70.696		99		.714		No significant difference
Difficulties on Challenges & Opportunities	Total			73.887		101

Table 15 shows that there is no significant difference in the Impact of Covid 19 considering educational attainment of the faculty. It also shows that there is no significant difference in the Opportunities for Professional Development considering education attainment. In like manner, there is no significant difference in the Difficulties on Challenges & Opportunities considering educational attainment.

Amanda White is a business school professor at the University of Technology Sydney who focuses on education. Her research priorities include shared learning spaces, team-based learning, and intellectual honesty ( March 2021). She asked about the result of the new situation on handling different types of teaching and if will academics succumb to up skill exhaustion as a result of “ hybrid and hyflex”? Will organizations be willing to invest in the space, infrastructure, and workload support that these approaches need in order to be taught effectively? Amanda White enquires 19th of March, 2021.

She confirmed that anyone who works in a higher education institution is tired. Academics experience it as a result of online training, almost endless Zoom meetings, and pressure to reach research goals. Staff cuts across the industry, including at many universities, have left others lamenting the loss of institutional expertise from long-serving employees who have chosen voluntary redundancy, as well as a general shortage of staff to manage core functions like student inquiries and academic integrity/misconduct. Covid was the crisis needed, and at almost every webinar about teaching change and the pandemic, people say things like "we did what would normally take five years in a year" (if anyone knows where this figure comes from, please let me know – my web searching hasn't turned up anything). This phase of change in unpredictable circumstances is causing what I term "upskill fatigue" – exhaustion from trying to learn too many new things (and just when you think you've figured out how to use the technology or method, something else comes along).

POSITION IN THE ACADEME

Sum of Squares			df	Mean Square	F	Sig.
Impact of COVID19	Between Groups	.961	2	.480	1.217	.301
	Within Groups	39.081	99	.395		No significant difference
	Total	40.042	101
Opportunities for Prof Devt	Between Groups	2.060	2	1.030	1.540	.219
	Within Groups	66.217	99	.669		No significant difference
	Total	68.277	101
Difficulties on Challenges & Opportunities	Between Groups	3.537	2	1.769	2.489	.088
	Within Groups	70.350	99	.711		No significant difference
	Total	73.887	101

Table 16 shows that there is no significant difference in the Impact of Covid 19 considering position in the academe. It also shows that there is no significant difference in the Opportunities for Professional Development considering position in the academe. In like manner, there is no significant difference in the Difficulties on Challenges & Opportunities considering position in the academe.

Teaching support is the most obvious area of support needed for hybrid classrooms; most case studies point to smaller classes of one instructor (on average, 25 students or less), and anything larger necessitates the use of a teaching assistant. Will colleges, with their tight budgets, loosen their purse strings, or will we be driving our workers to cognitive overload and exhaustion? What about a more defined and well- recognized course for educational specialists in higher education, with dedicated scholarship and study into hybrid and hyflex teaching and learning?

6.2.Is there a significant relationship of the computed means of the aforementioned variables?

Impact of COVID19			Opportunities for Prof Devt
Opportunities for Prof Devt	Pearson Correlation	.570^**
	Sig. (2-tailed)	<.001
	N	102
		Statistically significant
Difficulties on Challenges & Opportunities	Pearson Correlation	.625**	.728**
	Sig. (2-tailed)	<.001	<.001
	N	102	102
		Statistically significant	Statistically significant

*Correlation is significant at 0.01

Table 18 shows the relationship among the variables is statistically significant at 0.01 level.

Conclusion

This research work titled, “Challenges and Opportunities during the COVID-19 Pandemic: Faculty Insights for Managing Academic Stress” has arrived at the following conclusion:

The highest impact of Covid-19 in the respondent’s institution with regards courses offerings is in the “Degree Completion”. The highest impact of Covid-19 in the respondent’s institution with regards enrollment is in the factor of “Online Registration/Enrollment System”. In terms of online classes, the impact in particular is both the “preparation for virtual classes” and “maintenance of social connections with the students”.

The greatest challenge that the faculty encountered during the COVID 19 pandemic in terms of Moddle and Social Media is seen in “Usage of platforms (Zoom, Microsoft Team, Moodle etc.). In terms of Teaching and students’ learning the extent of challenge is “educational experience. In terms of school calendar, great challenge is seen in “instruction on assignments, exams, and quizzes”. In terms of social mobility, the highest extent of challenge is on “lab and practical applications/simulations”.

However, the pandemic enable the teachers to attend a vast of online, webinars on professional developments. With all the given professional developments, the faculty development is the highest mean to have given growth and participation to teachers.

In the matter of difficulties experience by the teacher respondents, the highest factor among other difficulties is on “Education &Teaching”.

There are no significant differences considering the teaching experience in relation to the following variables: Impact of Covid 19, Opportunities for Professional Development, and Difficulties on Challenges & Opportunities. There are no significant differences also considering the Educational Attainment in relation to the following variables: Impact of Covid 19, Opportunities for Professional Development, and Difficulties on Challenges & Opportunities. More so, there are no significant differences considering the Position in the Academe in relation to the following variables: Impact of Covid 19, Opportunities for Professional Development, and Difficulties on Challenges & Opportunities.

The relationship among the variables is statistically significant at 0.01 level.

Recommendation

Based from the findings of the study, the following thoughts are highly recommended:

1. To insure the technological capability. To equip teachers to manage a wide range of IT devices and to prepare them for any transition to virtual learning and to build emergency remote learning systems for future crisis and university closures, and to offer short training courses to improve their digital skills.

2. To use other methods to improve the remote educational experience, including social media, email, telephone, and the post office to maintain the personal interaction between teacher and student.

3. To create organizations and platforms for teachers to meet remotely and share experience with online learning during the COVID-19 crisis.

5. To implement learning recovery and tutoring programs for accelerated learning and tutoring to help all students to enhance their levels and to make them able to attain objectives assigned to make the kind of progress that would be expected.

6. To provide blended models of education to switch easily between face- to- face and remotely learning as needed, to develop flexible curricula that can be though in person or online. And to provide more individualized approaches to teaching.

All participants consented to their information being collected in a Google Survey.

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Author's name (typed) Author's signature Date

19/07/2022

Dr Leila KAHOULI

Funding

(No funding received.)

Availability of data and materials

The results/data/figures in this manuscript have not been published elsewhere, nor are they under consideration by another publisher.

Garcia, E. & Weiss E. (2020). COVID-19 and student performance, equity, and U.S. education policy Lessons from pre-pandemic research to inform relief, recovery, and rebuilding https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for- education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre- pandemic-research-to-inform-relief-recovery-and-rebuilding/
Moen, P., Pedtke, J. H., & Flood, S. (2020). Disparate Disruptions: Intersectional COVID-19 Employment Effects by Age, Gender, Education, and Race/Ethnicity. Work, Aging & Retirement, 6(4), 207–228. https://libresources.amaiu.edu.bh:2287/10.1093/workar/waaa013
PR Newswire. (2020, April 22). AGB Releases Comprehensive Guide to Help Board Members Oversee Enrollment Management as Higher Education Grapples with Demographic Shifts, Effects of COVID-19. PR Newswire US.
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study. Journal of Medical Internet Research, 22(9), N.PAG. https://libresources.amaiu.edu.bh:2287/10.2196/21279
(Southern Regional Education Board, 2020) COVID-19 Effects on the Teacher Workforce September 14, 2020 Megan Boren, Program Specialist, SREB https://www.sreb.org/blog-post/covid-19-effects-teacher-workforce
Amanda White, (2021). https://www.timeshighereducation.com/opinion/upskill-fatigue-will-hybrid-and- hyflex-tip-academics-over-edge

No competing interests reported.

Challenges and Opportunities during the COVID-19 Pandemic:Faculty Insights for Managing Academic Stress

Status:

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Abstract

Introduction

Research Methodology

Results And Discussions

Conclusions And Recommendations

Declarations

References

Additional Declarations

Status:

Version 1