Teachers’ Preparedness In Addressing Learning Loss:A Case Study Of School Opening After The Pandemic Covid-19 In Indonesia

The reopening of schools after lockdown due to the COVID-19 pandemic presents a unique challenge for teachers.The national school closures affected more than sixty million Indonesian kids.The United Nations Children’s Fund and the World Health Organization urged all Indonesian public schools to reopen and resume face-to-face instruction as quickly as possible.This study aims to investigate the challenges and strategies that teachers face in addressing learning loss and to identify potential solutions to support students’ learning during and after the pandemic in Indonesia.This study used a cross-sectional survey design,with a sample of teachers from randomly selected schools in several cities in Indonesia,such as Malang and Yogyakarta.The survey included questions on various factors associated with teacher preparedness to address learning losses,such as training and professional development,access to resources and materials,and support from school leadership and administration.The partial least squares structural equation modeling(PLS-SEM)approach was adopted to analyze the questionnaire data to identify the factors most strongly associated with teacher preparedness.The study found that teacher training and professional development,access to resources and materials,and support from school leadership and administration were the some of them significant factors predicting teacher preparedness to address learning losses.Teachers who reported higher levels of these factors were more likely to be ready to address learning losses among their students.The study’s findings highlight the importance of providing teachers with adequate training and support to address learning losses among their students effectively.The results can inform the development of strategies and policies to support teachers in this important task.