Abstract
This study aimed to examine Teacher's pandemic anxiety using Exploratory Sequential Design. Teachers' anxiety may cause them to doubt their point of view. They are unsure how to respond to specific scenarios because of unexpected circumstances. As a result, it causes anxiety, stress, and worry. A total of 17 respondents participated in the study, specifically for qualitative data analysis. Purposive sampling was used to select and assign teachers for in-depth interviews and 7 teachers for focus group discussion. In the quantitative phase, 150 respondents were assigned to Exploratory Factor Analysis (EFA). Six themes emerged in the qualitative findings, including teachers' unprecedented challenges, pandemic anxiety, personal disposition anxiety, teachers' work-life engagement, anxiety classification, and adaptation to stress. However, the results revealed three underlying dimensions in teachers during factor loadings: work attitude, anxiety, and financial distress. Furthermore, the Exploratory Factor Analysis (EFA) revealed that the instruments were reduced to 8 out of 50 items as the final tool. The Cronbach Alpha (a=.825) value also indicates that the instrument's reliability was very high. As a result, it is concluded that teachers overcome challenges as a groundbreaking event that inspires innovation and a new environment among educators and students. Instructors' learning capacity may be increased by observing and other self-care skills to focus and overcome anxiety caused by the epidemic. This shift will give them a greater sense of control and help alleviate any trauma or grief they may be feeling.
Keywords: Teachers’ Pandemic Anxiety, Teachers’ Attitude, Exploratory Factor Analysis, Exploratory Sequential Design, Arakan, North Cotabato Division.