Lockdown fatigue due to the pandemic transpires when individuals are asked to make behavior changes over a long period of time. This experience is considered to be difficult than short-term changes. Similar to any other deviations in lifestyles, people can follow the new rules for a short period of time. Teachers and personnel in the academe were not exempted from this dilemma. Researches revealed that pandemic fatigue significantly affects the teacher’s psychological well-being. Results showed that in terms of the definite work, due to the online distance learning format, teachers experience struggle with technological concerns and issues during their online teaching which leads to the feeling that the work duty is increasingly difficult and the work pressure is ever-increasing. Teachers during the pandemic felt very exhausted of all the webinars, writing modules and checking outputs both online and offline. Fatigue connected with COVID-19 can have implications on teachers’ capacities to teach efficiently and deliver emotional support for students. In spite of the difficulty and disturbances, strategic and goal-oriented teaching must still continue. Future researchers may focus on respondents specifically those who currently have a full-time work as a teacher and simultaneously work as a full-time mother teaching their own children.

he study aimed to determine the impact of having teaching loads assigned to teachers which are not aligned with their preservice training.  The research utilized a descriptive research design and involved 12 senior high school teachers who are teaching in a public national high school in Marikina City, the Philippines for the school year 2019-2020.  The study also made use of the qualitative data gathered through focus group discussion to have an in-depth analysis of the perceptions of the teachers regarding their situation on teaching a subject that is not part of their expertise.  The study revealed that teachers who are assigned teaching loads which are not part of their preservice training showed some confidence that they can teach their students well.  This was shown on the question how confident they were in teaching their students to become critical thinkers and 8 or (66.67 %) of the total number of the teacher participants said that they exerted moderate effort in encouraging students to become critical thinkers.  In addition, 5 or (41.67 %) of the teachers shared that they can do so much to help students improve in his failing grade.  Surprisingly, 7 or (58.33%) of the total number of the teacher participants said that they can only exert moderate effort to help students who are having difficulty with the subject.  Based from the findings of the study, the researchers thought that the perennial problem of teachers being assigned teaching loads that are not in line with their area of expertise should be given enough training and technical assistance coming from the school administration.  This will help improve teachers in their pedagogical techniques and the type of assessment they employ in their classes.

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patients admitted to the AICU, 30.5% died, 69.0% were transferred to another unit, and 0.5% were discharged. Conclusion The findings showed high compliance of AST at admission but low compliance at discharge, which needs further enforcement. Although the acquisition of CRKP was only 3.4%, it represents adding almost double (1.8) new cases of CRKP to the admission level. Future research is required to assess the impact of AST on the burden of healthcare-associated infections.