Abstract:

Worldwide people struggled during 2020 with COVID-19 pandemic threats. Billions of people are affected extensively in a short time. The situation became worst in under developing countries with threats. Peoples’ lives came to halt unpredictably. Most of the countries closed all the social activates and imposed nationwide lockdown as one of major response. Educational institutes are asked to continue the teaching-learning process through online streaming. The current article describes the university teachers' experiences of online teaching due to the COVID-19 lockdown situation in Pakistan. It is hypothesized that teachers were confronted with COVID-19, limited recourses, and digital transformation that affect their psychological state. Due to psychological distress teachers’ satisfaction in job performance. To testify these hypotheses, the researchers adopted the online survey method. The 670 university teachers participated in this study randomly. The data collected using a self-developed questionnaire about online teaching, DASS-21, and job satisfaction (OSI). It is analysed that online teaching due to the COVID-19 pandemic negatively affected the psychological state of respondents. This developed psychological distress in university teachers during the nationwide lockdown. They faced multiple challenges pre- and post-technological pedagogies in response to the first online teaching phase. The participants have perceived weak job satisfaction under these mental conditions.

Keywords: