Main Article Content


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.

Article Details

How to Cite
Pekas, M. G., Recede, R. A. A., Castro, M. A., & Cruz, M. P. D. (2022). The Nature and Correlates of Pandemic/Lockdown Fatigue: A Cross-Sectional Explanatory Study. International Journal of Multidisciplinary: Applied Business and Education Research, 3(5), 904-909.


Ajzen, I. (2007). The theory of planned behavior is alive and well, and not ready to retire: A commentary on Sniehotta, Presseau, and Araujo-Soares. Health Psychology Review, 9 (2) (2015), pp. 131-137, 10.1080/17437199.2014.883474

Bakker, A.B., Demerouti, E., (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22 (2007), pp. 309-328, 10.1108/01425450710826122.
Bakker, A.B., Demerouti, E., Nachreiner, F., Schaueli, W.B., (2001). The Job Demands-Resources Model of Burnout. Journal of Applied Psychology.
Berg, S. (2021, January 29). What doctors wish patients knew about pandemic fatigue. American Medical Association.
CST Editorial Board (2020, November 17). What ‘pandemic fatigue’ could mean for Illinois’ teaching force. Chicago Sun Times.
Espino-Díaz, L., Fernandez-Caminero, G., Hernandez-Lloret, C.M., Gonzalez-Gonzalez, H., Alvarez-Castillo, J.L., (2020). Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action.
Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of Covid-19 pandemic conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70. Lilleholt, L., Zettler, I., Betsch, C., & Böhm, R. (2020, December 17). Correlates and Outcomes of Pandemic Fatigue. PsyArXiv Preprints.
Kirchner, K., Ipsen, C., & Hansen, J. P. (2021). COVID-19 leadership challenges in knowledge work. Knowledge Management Research & Practice. Advance online publication.
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the Covid-19Pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860.
Marples, M. (2021, January 13). The ongoing challenge of pandemic fatigue is hitting people hard.CNN Philippines. ongoing-.html
Meichtry, S. & Sugden, J. (2020, October 27). Pandemic Fatigue Is Real—And It’s Spreading Collective exhaustion with coronavirus restrictions has emerged as a formidable adversary for governments. The Wall Street Journal.
Moueleu Ngalagou, P.T.; Assomo-Ndemba, P.B.; Owona Manga, L.J.; Owoundi Ebolo, H.; Ayina Ayina, C.N.; Lobe Tanga, M.Y.; Mandengue, S.H. Burnout syndrome and associated factors among university teaching staff in Cameroon: Effect of the practice of sport and physical activities and leisures. Encéphale 2019, 45, 101–106.