The COVID-19 pandemic has brought significant changes in various aspects of life, including the way we work. One of the most notable changes is the implementation of work from home (WFH). A study from Universitas Airlangga, titled “Work from Home: A Behavioral Model of Indonesian Education Workers,” delves into how education workers in Indonesia adapt to this new work system and how it affects their lives.
Background of Work from Home
When the pandemic struck, educational institutions worldwide were forced to close their physical doors and switch to online modes. In Indonesia, this change brought unique challenges for educators and administrative staff who had to adjust to remote work. This study explores various aspects of behavior, adaptation, and challenges faced by education workers during the WFH period.
Research Methodology
This study used a qualitative approach by conducting in-depth interviews with education workers from various levels and institutions in Indonesia. Data were collected through online platforms to ensure the safety and comfort of respondents during the pandemic. The study includes workers from diverse backgrounds, including lecturers, teachers, and administrative staff, to obtain a comprehensive picture.
Key Findings
- Technological Adaptation:
- Mastering Online Tools: Most education workers had to quickly learn to use various digital tools and platforms such as Zoom, Google Classroom, and task management applications. Many of them were not familiar with these technologies beforehand, requiring extra time and effort to adapt.
- Infrastructure Limitations: Not all workers have access to stable internet or adequate devices. Some had to share devices with other family members or work in less than ideal conditions, affecting their productivity and work quality.
- Time Management and Productivity:
- Flexibility vs. Distractions: WFH offers greater flexibility, allowing workers to adjust their schedules. However, this flexibility also brings challenges in time management. Many workers struggle to distinguish between work time and personal time, which often overlap.
- Productivity: There is variation in productivity levels. Some workers feel more productive due to not having to commute, while others feel distracted by the home environment, which is not always conducive to work.
- Psychological Well-Being:
- Stress and Burnout: Sudden changes and increased workloads during the pandemic have caused higher levels of stress and burnout among education workers. The pressure to remain productive and meet deadlines amid uncertain situations exacerbates this condition.
- Social Support: Lack of social interaction with colleagues adds to feelings of isolation and loneliness. Many workers miss the direct communication and emotional support usually received from the work environment.
- Impact on Education Quality:
- Teaching Method Adjustments: Educators had to adjust their teaching methods to be effective in an online format. They needed to create more interactive learning materials and use multimedia to capture students’ attention.
- Evaluation and Feedback: Evaluating students’ performance became more challenging. Many shifted to alternative assessment methods such as projects and presentations, requiring different approaches and evaluations compared to traditional exams.
Research Recommendations
To address the challenges of WFH, the study provides several recommendations that can be implemented by educational institutions:
- Technology Training: Provide intensive training for educators to master the digital tools needed for online learning. This training should cover the use of learning platforms, multimedia content creation, and effective teaching strategies.
- Flexible Policies: Educational institutions need to develop policies that support flexibility while ensuring productivity. For example, offering more flexible work schedules or providing additional leave to handle family emergencies.
- Psychological Support: Provide access to counseling services and psychological support for education workers to help them cope with stress and burnout. This can include individual counseling sessions, support groups, or workshops on stress management.
- Digital Infrastructure: Improve access to adequate hardware and internet for all educators. Institutions can provide financial assistance or device loan programs to ensure all workers have the tools they need to work from home.
Conclusion
Work from home has become an integral part of the new work environment, including in the education sector. With a better understanding of the challenges and needs of education workers, it is hoped that educational institutions can create a more supportive and productive work environment. Through appropriate support and flexible policies, we can ensure that educators can perform their duties well, even in challenging conditions like these.
Link Journal : https://scholar.unair.ac.id/en/publications/work-from-home-a-behavioral-model-of-indonesian-education-workers