Dilemma in distance learning during the covid-19 pandemic: The EFL

teachers’ perspective

ABSTRACT

The dilemma in teaching has been long discussed in the discourse of education, yet the topic has
received little attention concerning online teaching, especially during the latest The Covid-19
pandemic. Addressing the gap, the study utilized interview and document analysis that organized
following Schwab’s curriculum commonplaces to discover the dilemma encountered according to the
perspective of English teachers of SMPN 6 Tangerang Selatan in distance learning during the Covid-
19 pandemic situation. The result of interview of four on-duty EFL teachers of SMPN 6 Tangerang
Selatan and the analysis of the teachers’ lesson plans and the Circular Letter of Ministry of Education
and Culture No. 4 Year 2020 showed the dilemma comprised issues of optimizing teachers’ efforts and
authority, maximizing learning comprehension, developing favorable attitudes, maximizing learning
time usage, maintaining the children’s academic availability, maintaining a motivating environment
for students, and offering academic opportunity for students. The findings inferred a central conflict
between teachers’ interests and expectations of the curriculum. From the account of the teachers, they
tackled the conflict by improving their IT skills and modifying the learning schedules. However, since
the conflict was dilemmatic, the two solutions of teachers still left residual problems both for the
teacher and the students.
Keywords: Case study; Dilemma in EFL teaching; EFL teaching during pandemic
Article History: Recieved , Final revision , Published (The font is Calibri, 9 pt, and Left-aligned)

Introduction
Jandrić et al. (2020) reported that most pushed to adopt distance or online learning as
teachers or lecturers consider shift from a substitution for the conventional learning
conventional learning to e-learning as an system might collide teachers’ expectations
abrupt transformation for their performance in and habits with the features unique to e-
teaching. Qian (2020) reports difficult learning, which might build up dilemmas
circumstances that could appear in distance (Billig et al., 1988; Teräs, Suoranta, Teräs, &
learning. Dilemma is one of phenomena arises Curcher, 2020).
in educational field (Winter, 1982). The term The curriculum science is undeniably
dilemma is often used to describe different prominent in shaping educational theories and
forms of phenomena with occurrences called practices (Kridel, 2010). Schwab's curriculum
difficulties. Although both indicate problems commonplaces are fundamental aspects of the
and lead to hardships in the teaching and curriculum that signify how a curriculum
learning process, the difficulty is not would answer society's inquiries. The five
conflicting by its nature and merely renders a Schwab's commonplaces are the commonplace
course of plan challenging to be put into action of 1) teachers, generally comprises on how
(Komorowska, 2016). Both signify an obstacle. they identify themselves; 2) learners, generally
However, in case of approaching a difficulty, comprises of learners' background and
creating a sort of balance is not necessarily interests; 3) subject matters, concerns about
required. The condition in which teachers are how the learning contents are presented; 4)

*Corresponding author: Prodi PBI, FTIK, UIN Syarif Hidayatullah, Jl. Kertamukti No. 5, Pisangan Barat, Ciputat
Timur, Cireundeu, Kec. Ciputat Tim., Kota Tangerang Selatan, Banten 15419. Email address:
arvan.permana16@mhs.uinjkt.ac.id
Doi https://dx.doi.org/10.30595/lks.v15i2.10713, © Year Leksika. All rights reserved. (Book Antiqua 9, left-
aligned)
 Habib, Alek / Leksika Vol. , No. (year) p-p (Book Antiqua 10, centered)

context, concerns about the broader scope of was a longitudinal case study conducted by
community, such as the parents; and 5) Smagorinsky, Wilson, and Moore (2011) that
curriculum-making, discusses how the rest of concerns the issue of teaching English
commonplaces should be combined (Null, grammar and writing in a high school setting.
2016). The fifth related study was study of Churiyah
Five studies have investigated issues et al. (2020) that discusses on distance learning
related to the topic. The first study is a study during Covid-19 pandemic within Indonesian
conducted by Jennifer Sumsion (2000) which context.
discusses an ethical dilemma that a university- Although there are sheer amount of
based teacher educator faced in completing studies exploring the topic of problems in
teaching based on the attitude of caring. The educational practice during the Covid-19
second related study is conducted by Şeyda pandemic, the majority of them only cover
Selen Çimen and Şevki Kömür (2019), which general challenges or problems of teaching in
discusses the dilemma of Turkish student the Covid-19 pandemic situation instead of
teachers from their teaching experiences after dilemma. Thus, this research aims to discover
completing teaching practice in practice the dilemma of distance learning during the
schools through teacher reflection. The third Covid-19 pandemic according to the
related study was of Hanna Komorowska perspective of EFL teachers of SMPN 6
(2016), who describes the dilemma of Tangerang Selatan.
standardizing proper language teachers in the
university context. The fourth related study

Research Method
Research Design Circular Letter of Ministry of Education and
Culture No. 4 Year 2020 and the document of
This research is qualitative research new curriculum requirement (Bowen, 2009).
with a case study design. The researcher used The interview was the open-ended questions
this design to study objects that are hard to used to acquire the teachers' explanations of
extract, such as feelings or thought processes their thoughts on distance learning. The
(Creswell, 2012). The case study design was document review was utilized to obtain
also chosen for its appropriateness for studies additional information to support the
of dilemmas and people's perspectives explanations provided by interviewing the
(Winter, 1982). teachers. The interview was conducted once
for each teacher, and then the results were
Data Source transcribed. Then, the analysis of documents
studied in the study resulted in the input of
This case study was conducted at information that could be used to evaluate the
SMPN 6 Tangerang Selatan in the first interview results.
semester of the academic year 2021/2022. The
writer conducted the study under the Data Source
permission granted by the principal and vice-
principal for curriculum management of the The interview is a formal interview in
school. The study took place from October 14th which the questions have been planned. The
to October 19th. The samples were four interview questions are based on parts of
English teachers of the school. Schwab's questions of his five curriculum
The two instruments used were commonplaces (Null, 2016).
interviews with the questions designed from
the adaptation of five curriculum
commonplaces of Schwab (Flick, 2004; Schwab
in Null, 2016) and analyzing documents that
their uses were strategic in conducting
distance learning, comprising lesson plans and
two official announcements of regulation, the

2
 Table 1. Table 1 Interview Questions

No. Interview Questions

1 Teacher commonplace
How do teachers identify themselves?
2 Student Commonplace
What are students' motivation and backgrounds?
3 Subject Matter Commonplace
What should the learning contents be?
4 Context Commonplace
What do wider members of the community (parents) think about distance learning?
5 Curriculum Making Commonplace
How was the curriculum integrated for distance learning?

Data review might supplement the rest This primary data will be analyzed following
in research that uses an interview and other the model in Milles and Huberman (1994). This
data gathering techniques. In particular, using model consists of three steps: first, the data
the document as data to be gathered from the interview transcript will be read
strengthens the portrayals of belief and value several times; then, content that features one
that the participants possess towards the theme will be grouped as a particular theme,
circumstance (Stake, 1995). and this also applies to the other themes found
in the data through coding. The codes or labels
Data Analysis will be applied to specific parts of the body of
the interview transcript. The coding recognizes
As the primary data collecting particular keywords to identify competing
technique of the current study, data obtained values or dilemmas. Those keywords are
from the interview undergoes the most adapted from a dilemma identification rubric
fundamental analysis steps within the study. in Scager et al. (2017).

Table 2. Coding Rubric

Adapted from Scager et al. (2017)

No. Interview Questions

1 Doubts
Keywords: 'I am not sure', 'maybe', 'I think.'
2 Deliberations
Keywords: contrasting, 'if I do this, it risks that'; 'on the one hand…, on the other hand', 'yet',
discussing with colleagues.
3 Problematizations
Keywords: 'hard', 'challenging', considering the participants' behavior to be negative.
4 Questions or Solving
Keywords: asking the interviewer; 'maybe I can, 'I'm thinking of.'
Eliminations
5 Keywords: 'I avoid….'

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 Habib, Alek / Leksika Vol. , No. (year) p-p (Book Antiqua 10, centered)

Then, the data is tabulated and analysis, iterative reading process will be done
triangulated to confirm or disconfirm some to the entire data, while in thematic analysis,
complementing information (Stake, 1995). The data that are related to the research questions
triangulation involves combining interview will be codified. Data review could be used as
results with results from data review. confirming or extraneous data for the data
According to Bowen (2009), the data review extracted from the former technique (Stake,
process splits into two main processes: content 1995).
analysis and thematic analysis. In content

Results & Discussion

The dilemmas and their implication to the teachers

The first research question is about the presents the expected findings. The data were
dilemmas teachers faced in distance learning also taken from the document in the form of
during the Covid-19 pandemic. Based on the the subjects' lesson plans and official
interview result of the subject, the researcher announcements.

Table 3. The hesitations in teacher commonplace

No. Hesitations
a. Preserving students’ mannerisms
“As for students, we cannot observe all of them properly.” (problematization)

“So, in your (the interviewer) opinion, between a student that gets bad grades but has
manner, and a student that gets good grades but has no manner, which is better?”
(question)

b. Maximizing teachers’ efforts

“It was indeed difficult to activate the classrooms during this pandemic.”
(problematization)

“The advantage was that it could open up for wider information access…That is the only
thing good from it (in contrast with the numerous disadvatages).” (deliberation)

Two hesitations were found in teacher educational IT skills vs. optimizing teachers’
commonplace. From the two hesitations, the efforts and authority. The dilemma will be
dilemma concluded was embracing further recalled as dilemma TR.

Table 4. The hesitations in student commonplace

No. Hesitations
a. Maximizing learning comprehension
“Majority of them (students) can submit (the tasks). For that part, it could do (make
learning easier). Yet, about the comprehension, it (distance learning) was lacking.”
(deliberation)
“Rather, I perhaps did not explain it fully, because we did not directly face each other.”
(problematization)

Maintaining learning motivation

b. “I can no more force it (motivating students).” (problematization)

4
 Developing favorable character
c. “It was limited (to access learning materials) from books, but they should have found it
(cheatingly) from Google.” (deliberation)

Three forms of hesitation were found The last two hesitations, hesitation (b) and (c),
in student commonplace. From hesitation (a), it formed a single dilemma which was increasing
was concluded that the dilemma was applying ease in learning vs. developing favorable
more flexible learning vs. maximizing learning attitudes or dilemma ST-B.
comprehension, catalogued as dilemma ST-A.

Table 5. The hesitations in subject matter commonplace

No. Hesitations
a. Maximizing learning time usage

“The learning time was longer (enough to teach completely), because it (achievements)
had been cut off. But, that was the bad side…If the materials were not taught, the students
would never understand.” (deliberation)
“They cannot practice on problems, because we had no time to do so.” (problematization)

Only one hesitation was found in higher students’ competency vs. maximizing
subject matter commonplace. The dilemma learning time usage or dilemma SM.
concluded from the hesitation was achieving

Table 6. The hesitations in context commonplace

No. Hesitations
a. Maintaining the children's academic availability

“Because this school is for middle-to-low class (families)…Don't even talk about it, many
of them did not even know a thing (about the learning materials).” (problematization)

As with the previous commonplace, a domestic duties vs. maintaining the children’s
single hesitation was found in context academic availability and listed as dilemma
(parents) commonplace. The dilemma CP.
concluded from the hesitation was carrying on

Table 7. The hesitations in curriculum making commonplace

No. Hesitations
a. Maintaining a motivating environments for students
“The good thing was that there was no ranking system for students…Certainly, for some
students, distance learning was not a good thing. While for some who were lazy, they
made it as (their) weapon.” (deliberation)

“Distance learning did only prioritize the (completeness of) teaching the material…It is
why I always told the students that good grades did not matter anything for me, the only

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 Habib, Alek / Leksika Vol. , No. (year) p-p (Book Antiqua 10, centered)

thing I did care was character.” (problematization)

Offering an academic opportunity for students

b. “As for students, they won't ask you for more materials. Kids, if they were taught
anything, would accept it (regardless of how little the proportion was).”
(problematization)

“Distance learning had never satisfied me…So, I had to repeat teaching some of (previous)
materials.” (problematization)
Two hesitations were found in hesitation (b), it was concluded that the
curriculum making commonplace. From each dilemma was keeping a realistic educational
hesitation, a single dilemma could be environment vs. offering an academic
concluded. From the hesitation (a), it was opportunity for students or dilemma CM-B.
concluded that the dilemma was embracing Then, the analysis of lesson plans of
supporting students’ academic life vs. any grades showed that the following lesson
maintaining motivating environment for plan contents evidenced the dilemmas below:
students or dilemma CM-A. Then, from the

Table 8. The dilemma and the related lesson plan content

No. Verdicts Related Dilemmas

1 Teacher educates students about religious values and favorable TR
characters (honesty, discipline, responsibility, caring, politeness, and ST-B
confidence).

2 Teacher creates an English-speaking environment for students to TR

observe, and students are required to imitate. ST-A

3 Teacher requires students to find more examples (books, the internet, TR

etc.) to gain deeper knowledge. ST-B

4 Teacher exposes awareness and understanding of differences TR

between language peculiarities (grammatical features, pronunciation, ST-A
etc.)
TR
5 Teacher gives valuable feedback.
ST-A
ST-B

The lesson plans, as actual documents relevant in the teaching process. From the table
that were used by teachers to manage their it is shown that many elements in learning
classroom activities, provided direct became the areas in which the dilemmas
information about which dilemmas that were possibly happened.

Table 9. The content of circular letter of ministry of education

No. Verdicts Related Dilemmas

1 Learning from home through distance learning should be done to TR
provide a meaningful learning experience for students without ST-A

6
 burdening them with fulfilling all achievements. ST-B
SM
CP
CM-A
CM-B
2 Distance learning activities and tasks may vary between students, TR
according to their respective interests and conditions, including ST-A
considering access/facilities for distance learning. CM-B

3 School exams that required students' attendance should not be done. TR

ST-B
CM-A
4 School exams can be carried out in the form of a portfolio of report TR
cards and previously obtained achievements, assignments, and other ST-A
forms of remote assessment.
ST-B
5 School exams did not need to measure the completeness of overall CM-A
curriculum achievements.
ST-A
ST-B
CP
CM-A
CM-B

From the findings, despite many roots actions to produce the best teaching and
(the commonplaces) of the dilemma that have learning results, although it could be inferred
been identified, it could be deduced that the that they had a hard time deciding the steps or
seven dilemmas appeared to descend from a needed some adaptations for doing those
single common substance was clashing of the course of actions. The expectation of
resources available for teachers with the curriculum against the teachers is
expectation of curriculum. As in Scager et al. problematized in Billig et al. (1988), and it was
(2017), this conflict of interest indeed had also shown in the research of (Sumsion 2000)
forced teachers to risk-taking some course of and (Çimen & Kömür, 2019).

The emergence of dilemmas and its effect on teachers’ situation

The second research question is how catching up with modern technological

the phenomena became considered dilemmas. advancement. Yet, all of the teachers agreed on
Any participants agreed on the difficulty of the capability of IT use to help assist both
keeping achievement standards that desired teachers and learners in school, which was also
students' learning results and favorable noted in Bouhnik and Marcus (2006). Then,
characteristics with distance learning with the recent great disruption of IT for
platforms. This concurs with Doghonadze et education, they say they must adapt
al. (2020) that distance learning results may be themselves and expand their learn-to-teach
worse than traditional learning. Despite the efforts, which is a common motivation, as
difficulties, teachers tended not to refuse the reported in Doghonadze et al. (2020).
general advantages IT disruption on schooling However, the disadvantages seemed
activities probably offers. The youngest to dominate the impression since the
participant did not show any problems with IT participant reported that they would better use
disruption, in line with the study by Kong IT platforms to keep their version of proper
(2020) that shows that the elderly or middle- teaching and learning. One participant said:
aged teachers were the most paralyzed in

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 Habib, Alek / Leksika Vol. , No. (year) p-p (Book Antiqua 10, centered)

“I think that distance learning does not Marcus in Bouhnik and Marcus (2006). While a
possess any advantages for English teaching.” teacher's presence increases students' success
and enhances learning, communication and
interaction are generally limited within
Then, the other still hesitated to judge
distance learning (Swan in Bouhnik and
by saying:
Marcus 2006; Simonson et al. 2019; Ulug et al.
“…That was the good thing about distance 2011). Moreover, Kong (2020) and Doghonadze
learning. We cannot compare each other. Each of et al. (2020) note that distance learning could
them got their own good and bad sides.” produce worse results than traditional
This dilemma is very much affected by learning. It is also cited in Bouhnik and Marcus
the relationship between teachers and students (2006) that the learning atmosphere lacks a
(Moore in Bouhnik and Marcus 2006). Yavuzer distance learning environment.
in Ulug, Ozden, and Eryilmaz (2011), teachers' A study by Ulug et al. (2011) shows
positive relationship is important to build a that communicating is one of the positive
good rapport with students and allows behaviors and other behaviors that lead to
teachers to reinforce positive behaviors in teacher visibility. Yet, while it is widely known
students. Positive interaction between both that distance learning could become an easier
parties is critically needed for distance learners learning facet (Bouhnik & Marcus, 2006;
to come under the influence of teachers Simonson et al., 2019), Smaldino et al. in
(Bouhnik & Marcus, 2006; Simonson, Zvacek, Simonson et al. (2019) urges that it is critical in
& Smaldino, 2019). distance learning that students recognize the
Regarding learners' motivation, it is complexity of distance learning environment
noted that distance learning yields a bigger to develop proper etiquette. While considering
possibility to cause laziness. The firm students' convenience in accessing the
framework lacks distance learning, while resources is important in distance learning
distance learning simultaneously requires a (Simonson et al., 2019), a study by Burgason in
high level of discipline (Marcus in Bouhnik Herdian, Mildaeni, and Wahidah (2021) argues
and Marcus 2006; Doghonadze et al. 2020). that the special capabilities of students to use
Indeed, motivating K-12 students to distance technology are the most vital factor for
learning is especially challenging because they academic dishonesty. Then, Golden and
do not necessarily choose whether they should Kohlbeck in Herdian, Mildaeni, and Wahidah
or should not take distance learning, especially (2021) states that academic dishonesty is riskier
regarding the Covid-19 situation (Simonson et to take place online learning environment.
al., 2019). Then, declining learner motivation is Ultimately, Herdian, Mildaeni, and Wahidah
strongly related to minimal teachers' effort in (2021) relate findings of academic dishonesty
teaching since strong learner motivation to a lack of students' understanding of distance
supports learning (Holmberg in Simonson et learning, as in Simonson et al. (2019), which
al. 2019). Simonson et al. (2019) addresses that Peled in Herdian et al. (2021) argues is caused
difficulties in communicating with students by declining in students' involvement in online
were at risk of happening in distance learning. learning.
Experience of active learning could also The circular letter of the Ministry of
become lost. All of these confirm with Education on the urge to compromise students'
participants' problems. As the one participant achievement aimed to rearrange of studying
said in the interview: pace. However, most of teachers said that the
“If somebody says that distance learning amount of time they had was not sufficient to
facilitates more nuanced learning, no, it does not. It explain the materials thoroughly, indicating
(really) does not.” the feeling of unfulfillment with their
While it is reported from the interview responsibility as a teacher. This becomes rather
that teachers did see embracing flexible important since teachers' level of efficacy has a
learning could enhance students' capacity to positive relationship with students'
discover learning material at their election, as achievement (Soraya, Hambali, & Siregar,
also supported in Bouhnik and Marcus (2006), 2014). Teachers' self-efficacy is related to
however, the participants reported that this burnout, performance, and motivation (Savaş,
opportunity did not necessarily offer help to Bozgeyik, & İsmail, 2014). Moreover, teachers
the overall learning activity as in the study of tend to embrace some responsibilities for the

8
failure of students (Georgiou, Christou, socioeconomic background gets the most risks
Stavrinides, & Panaoura, 2002). in distance learning (Fox & Buchanan, 2017;
Concluded from participants' reports, Simonson et al., 2019).
parents' assistance was of different levels—the However, the participants
first level of assistance in preparing and problematized this learning design mainly
embracing students mentally and because the low standard applied for distance
academically. The second assistance level was learning devastates students' motivation. As
preparing students mentally and academically. explained in Simonson et al. (2019), the
The third level was limited to only providing assessment could become an activity that
students with the learning peripherals. The boosts motivation. Also, looking at students'
lowest level was very minimum or no support being distant from teachers (and other
at all. The point of the dilemma was that taking students), Swan's study shows that the more
care of children's academic development the learning is based on discussion, the more
meant considerable labor for the parents. students' satisfaction was, and the more they
Participants often caught unpleasant perceive learning. Students' satisfaction is
comments from the parents of the second related to their motivation (Bouhnik & Marcus,
group, which were the majority, regarding 2006). One participant embarked:
distance learning from having to discipline "The students were bored. Maybe, (it is)
children more often to not being able to help because they have not met their teachers for a long
their children in learning since the instruction time.”
was not understandable (as in the first and Regarding keeping a realistic
second dilemma). The research of Susilowati educational environment, for the second
and Azzasyofia (2020) stated a high level of participant, the issue was her uneasiness with
stress among parents caused by meeting online the low achievement standards and students'
learning needs. Liu et al. in Fox and Buchanan decreasing performance in distance learning.
(2017) assert that parents can have a big role in She observed the students' incapability to
students' online learning. However, it isn't reach the target despite the government's
easy to figure out and have a good definition 'discount' on the achievement standards. She
of parental responsibility in online learning. felt that lowering the achievements did not
One participant said: affect students' performance. Meanwhile, the
“Not all of parents could teach, right? Nor fourth participant said that the issue was the
did they even understand English.” curriculum for the pandemic that put too
The dilemma results in a negative much stress on the aspect of knowledge than
outcome for the third and last group of the aspect of the skill. Teachers' dissatisfaction
parents. Because parents had to keep daily goes well with the explanation of Parkay and
duties or their economic background vital for Stanford in Soraya et al. (2014) that good
their living, putting the effort needed for teachers take their highest satisfaction from
distance learning, such as providing a their success in promoting students' progress.
companion or even a device and internet The curriculum design for the
connection, could be unlikely. This would pandemic situation emphasizes yielding a
leave distance learning unbearable. Staker in beneficial learning experience despite not
Fox and Buchanan (2017) says that parents are attending the school without worrying too
required 'to love and nurture' their children to much about incomplete achievement
make them fully engaged in online learning. standards, as inferred from Circular Letter of
According to Simonson et al. (2019) the Ministry of Education and Culture No. 4 Year
phenomenon of digital-divide is a real 2020. All participants were aware of the
challenge for distance learning. urgency that made some achievement
The Circular Letter of Ministry of standards must be eliminated despite their
Education and Culture No. 4 Year 2020 states disappointments above.
that the examination results do not have to Kong's study (2020) indeed asserts that
fulfill the achievement standards. This was the elderly teachers would become 'victimized'
very important since many limitations were by the reinforcement of distance learning; it is
exceptional to distance learning and not found good to note that in the setting of the
within traditional learning. The lower pandemic, this becomes a great requirement

9
 Habib, Alek / Leksika Vol. , No. (year) p-p (Book Antiqua 10, centered)

for them to do their teaching job properly, they could make for the students, the greater
leaving no room for them to avoid it. In the sense of satisfaction would be, as in Soraya
solving the dilemma, teachers took the action et al. (2014). Generally, the teachers acted upon
of developing IT skills more as a solution. This two different means to apply the decision:
is one saying among others: making another supplementary session and
“I, too, as an old-fashioned teacher, I reteaching the lesson. In making another
started to understand (distance learning), now (I) supplemental session, the parents sometimes
could use Google Meet.” did not agree with teachers’ plan. The teacher
herself who made this decision reported that
Any course of actions that a dilemma
this decision was not entirely effective,
experiencer has taken should be important to
although preferring it, she said:
be considered since the dilemma is a condition
since any actions should hinge on a decision- “As for me, I tried to add (the teaching
making process which is a dilemma, becomes session), so it will make the students not miss the
more grave because there is no absolute lesson, won't it?”
solving (Cushman & Young, 2009; However, the heavier challenge faced
Komorowska, 2016; Scager et al., 2017). by the teacher may yield a low sense of self-
Therefore, despite the certainty that this efficacy that gradually demotivates and drags
decision-making would occur in the teachers' the teacher into more stress, yielding a latent
cases and their sense of 'duty,' this should be problem for teachers (Bernard, 2016).
identified as an active decision (Soraya et al., Furthermore, the disintegration between
2014). Then, IT skills encompass vast abilities teachers, as part of the institution of school,
related to IT platforms, thus stating teachers and parents as a member of the wider
having developed their skills also means a community could become an uneasy move for
wide scope of things (Simonson et al., 2019). the success of students since it would worsen
The teachers admitted they were pretty the school climate, as the school climate
concerned about students' distance learning positively influences the students' level of
activities. Some even 'enlarged' their actual achievement, finally triggering a dilemma for
teaching proportions: the teacher (Stevens & Sanchez, 1999). Then,
“I worked till night. Students' could have the other decision that the teachers mentioned
submitted their works anytime…I became working was that they reteach the materials whenever
overtime.” possible within the ordinary school's schedule,
especially during the face-to-face meetings
The pressure of time, workload, and
after the long school closure. One teacher went
changes (the most obvious for this study) are
on to say:
the main teacher stressors (Kyriacou in
Bernard 2016). In Bernard (2016), Geving said “I would not become indolent, (like) 'I
that the main factor of frustration among regretted putting much effort'. No, I was sincere
teachers is students' poor behavior, which (for doing this). I actually often repeated teaching
includes dealing with unmotivated students students the previous materials.”
and maintaining their discipline (Kyriacou in While the teachers, as demonstrated
Bernard 2016). This would leave the teachers' above, did possess occupational commitment
stressed and create a sense of failure, as that could relieve the stress, all subjects agreed
indicated from one teacher's report, further that they lacked achievement in teaching with
yielding a low sense of self-efficacy. Self- online learning. Hence, the point of the
efficacy is defined as teachers' belief in dilemma is that while abandoning students'
whether their efforts could make a difference learning performance was not a favorable
(Schunk & DiBenedetto, 2021). Self-efficacy is attitude among the teachers and dissatisfied
important to moderate teachers' stress them, re-teaching the students may put the
(Friedman in Bernard, 2016). More teachers in an unfavorable environment to
importantly, keeping self-efficacy is critical work in (Bernard 2016; Larkin 2015; Forrest in
since it correlates positively with students' Soraya et al. 2014). This will ultimately lead to
motivation (Shahzad & Naureen, 2017). job dissatisfaction, a theme that the writer
It is very important to note that the always perceived to be communicated by the
subjects agreed that the more development teachers.

10
Conclusion
The findings show that the dilemmas even though those decisions may cause stress
appeared on any curriculum commonplaces. and dissatisfy themselves. Then, teachers could
The variations of dilemma and the causes explore deeper the literature about practicing
behind them could be reduced into a single distance learning. The finding showed that
general substance: the conflict between the teachers' literacy for distance learning needed
interest of teachers and expectations of the some improvements. Quoting Simonson et al.
curriculum. Then, from the interview result, (2019), the knowledge of distance learning is
the teachers made decisions for this common often less developed or non-existent among
dilemma by finding the most moderate action educators.
that may satisfy the two opposing necessities,

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