References

• Ballantyne, J. (2005). Identities of music teachers: Implications for teacher education. Teacher education: local and global, 39-44.
• Bateman, N., & Ross, M. (2020, October 14). Why has COVID-19 been especially harmful for working women? Brookings.
• Berkhout, S. G., & Richardson, L. (2020). Identity, politics, and the pandemic: Why is COVID-19 a disaster for feminism(s)? History and Philosophy of the Life Sciences, 42(4).
• Castañeda, J. F. (2011). Teacher Identity Construction: Exploring the Nature of Becoming a Primary School Language. Colombia.
• Chen, H., Liu, F., Pang, L., Liu, F., Fang, T., Wen, Y., Chen, S., Xie, Z., Zhang, X., Zhao, Y., & Gu, X. (2020). Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout. International Journal of Environmental Research and Public Health, 17(24), 9188.
• Darmody, M., Smyth, E., & Russell, H. (2020). The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review.
• Duggal, V. (2017). Teaching job as the best and only job for women. Hindustan Times.
• El-Soussi, A. (2022). The shift from face-to- face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity. International Journal of Educational Research Open, 3, 100139.
• Ferozi, M. (2020, June 4). COVID-19 lockdown: unpaid teachers look for alternative sources of income. Daily Times.
• Ivanova, I., & Skara-MincL·ne, R. (2016). Development of Professional Identity during Teacher’s Practice. Procedia - Social and Behavioral Sciences, 232, 529–536
• Jain, S., Lall, M., & Singh, A. (2020). Teachers’ Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea? Contemporary Education Dialogue, 18(1), 097318492097643.
• Kim, L. E., & Asbury, K. (2020). “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062– 1083.
• Massimiliano, T. (2019, January 20). Why are teachers mostly female? Because men get better pay in other professions. The Conversation.
• Mishra, Dr. L., Gupta, Dr. T., & Shree, Dr. A. (2020). Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open, 1(1), 100012
• Moloney, M. (2010). Professional identity in early childhood care and education: perspectives of pre-school and infanteachers. Irish Educational Studies, 29(2), 167–187.
• Mumtaz, N., Saqulain, G., & Mumtaz, N. (2021). Online Academics in Pakistan: COVID-19 and Beyond. Pakistan Journal of Medical Sciences, 37(1), 283–287.
• Neuman, W. L. (2009). Social Research Methods: Qualitative and Quantitative Approaches (7th ed.). United States of America.
• PASKOV, P. (2020). Home-based work in the public sector: 8 immediate recommendations. Governance for Development.
• Power, K. (2020). The COVID-19 pandemic has increased the care burden of women and families. Sustainability: Science, Practice and Policy, 16(1), 67–73.
• Reporter, T. N. S. (2020, March 26). Employers asked to pay workers’ salaries. DAWN.COM.
• Safdar, M., & Yasmin, M. (2020). COVID-19: A threat to educated Muslim women’s negotiated identity in Pakistan. Gender, Work & Organization
• Savage, M. (2020, June 30). How Covid-19 is changing women’s lives. BBC.
• Schleicher, A. (2020). The Impact of COVID- 19 on Education: Insights from “Education at a Glance 2020.” In ERIC. OECD Publishing
• Shodiq, S. F. (2019). 477 Teacher Identity Reconstruction: Socio-Anthropological Study of Javanese Society.
• UNDP. (2020). COVID-19 – Pakistan Socio- economic Impact Assessment & Response Plan
• WHO. (2020). Coronavirus disease (COVID- 19): Schools. Www.who.int