THE IMPLICIT CURRICULUM AND TEENAGERS’ EMOTIONAL AND SPIRITUAL STABILITY AMID COVID-19

Dinah Katindi Nyamai, Rosemary Imonje, Mercy Mugambi

Abstract


The scale of the coronavirus pandemic calls to mind life calamities that reshaped societies in lasting ways—from how people traveled to the level of security and surveillance they were accustomed to, and even to the language they used. Experts have provided a lot of information regarding how to stay safe amid COVID-19, but little has been said on how unsated messages arising from how we talk about the pandemic and how we are managing the situation affects teenagers emotionally/psychologically, and spiritually. The need therefore to investigate on whether such invisible lessons are a springboard for teenagers’ emotional/psychological and spiritual stability or a dulling blow. To minimize inadequacies in one research approach as well as gain more insights of the phenomenon under study, the researcher used both a closed-ended questionnaire with 17 items among 240 ages 13-19 young people and an interview guide with 12 open-ended items among 10 teachers/ parents—a process generally referred to as triangulation. The validity of the 17-item questionnaire was determined by experts while its reliability was determined using Cronbach’s alpha which gave a reliability coefficient of 0.91. To ensure the clarity of the interview guide items, the researcher used a pilot test among 3 young people and 2 teachers/parents. The results from current research indicated that unintended lessons arising from how COVID-19 is being handled has affected teenagers’ emotional/psychological and spiritual stability both negatively and positively. This means there is need for more research, especially on the negative effects of crises on people’s emotional/psychological, and spiritual stability.

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invisible curriculum, spiritual, teenager, emotional/psychological, stability, COVID-19

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DOI: http://dx.doi.org/10.46827/ejes.v7i11.3372

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