The recent COVID-19 outbreak has caused confusion and uncertainty to many educational organizations worldwide, forcing school leaders to weave through many school priorities. As schools take on online teaching, teachers were compelled to sit on their chairs, interacting with students using the screens for more than four hours every day. This has resulted in a decrease in physical activity, affecting their health and quality of teaching. Unfortunately, the dichotomy is as teachers care for their students' physical and mental health, teachers' physical well-being is not a priority in most schools' culture during this pandemic.   This paper aims to address this gap in teacher's lack of Physical Activity, which is necessary to help stabilize the school culture during this pandemic. It will highlight school leaders' critical role in promoting physical well-being as part of the school culture.  Moreover, it will discuss the benefits of teachers staying active, and it will also present possible ways to foster a culture geared toward teachers' involvement in physical activities.

The education ecosystem was highly disrupted by the COVID-19 pandemic last March 2020, which forced school leaders and stakeholders to adopt an online learning platform to cope with learning continuity. However, educators encountered challenges in using technology to manage digital curriculum and technology-driven instruction due to the lack of Information and Communication Technology (ICT) skills and knowledge.  This concept paper aims to highlight the need for educators' ICT literacy, which requires the support of new policies for educators to upgrade skills in managing the digital curriculum and effective online lessons delivery. Possessing ICT literacy skills will help educators be ready to transition to the new normal in education. ICT will be an integral component of the future of school education system after the pandemic,

I will never forget that a year ago, last March 2020, we had to close our school suddenly. It feels like someone just turned off the light without warning, and everything went pitch black. Confused and scared, we tried to make sense of and confront the endless challenges that the COVID-19 pandemic brought upon our school organization. The virus caused significant interruptions to our processes, policies, people, technostructure, and financial resources. However, with each tiresome blow, the school leaders and teachers navigated through and around those challenges. The only comforting thought was we were not alone in our quest to survive, for every organization around the world was thrown into this catastrophic state and was fighting hard to persist and endure. Looking back, I reflect on the extraordinary challenges our organization experienced akin with most organizations using Kurt Lewin's Three-Step Change Model and the three ways we responded to COVID-19.

The COVID-19 pandemic has caused such an unprecedented disturbance to the world, particularly on the economy, and caused significant disruption to the education ecosystem. It has affected school organizations and forced school leaders to adopt alternative ways of learning. The transition to online education posed many challenges in engaging students to participate actively, and one of the solutions is for teachers to create better digital lessons using gamification elements. But despite the prevalence of technology, educators lack the knowledge and skills to captivate students' interest to participate actively in online learning. At present, there is a dearth of studies on the application of gamification to teachers' online lessons during the COVID-19 pandemic. Educators must capitalize on new engaging technological trends as a form of techno-structural OD intervention to complement their pedagogies, teaching processes and encourage students' online participation. This concept paper highlights the benefits of applying gamification to education, particularly on how teachers can utilize game elements in creating, managing, and updating digitalized lessons to motivate students amidst the pandemic. The paper also explores fostering a healthy culture for students' heightened level of motivation, increased acquisition of knowledge, and learning new skills.  It encourages schools to adopt the appropriate type of gamification and suggests future researchers on the various types and elements of gamification that can be adapted by selected schools.