How do social capital legacies mobilise during the COVID-19 pandemic? ‘Stay home’ experiences of government school teachers in the Rathnapura administrative district, Sri Lanka

A growing body of research has focused on the role of social capital in disaster risk reduction among disaster-impacted communities. However, there is limited research in the existing literature on the contribution of social capital in mitigating the adverse effects of the COVID-19 pandemic, particularly in relation to the experiences of geographically diverse areas. This study aims to address this important gap by investigating social capital mobilization among government school teachers from different geographical settings and across various age groups. Additionally, examining the challenges faced by a country's school system during the COVID-19 lockdown will contribute new insights to the existing literature and offer significant implications. The primary objective of this research is to explore the mobilisation of bonding, bridging, and linking social capital legacies among government school teachers in different geographical settings in Sri Lanka, during the COVID-19 lockdown. In terms of methodology, the study draws on both empirical and secondary data to address the research questions. Secondary data were collected from sources such as government publications, online COVID-19 databases (e.g., Worldometers), and GIS layers for mapping purposes. Empirical data was gathered from 136 respondents (government school teachers) who attended School Development Committee workshops, organised by the Provincial Education Department of Sabaragamuwa, between August 2020 and October 2020. The study employed a mixed research method approach. For instance, data collected through a questionnaire survey were analysed, using the Likert scale, a psychometric tool used to assess teachers' levels of agreement or disagreement on the mobilisation of social capital during the pandemic. Additionally, the respondents' qualitative statements about their experiences were analysed. The findings reveal notable differences in social capital mobilisation across different age groups of teachers. In particular, senior teachers mobilised significantly more resources than their younger counterparts. Similar patterns were observed in areas such as trust, being trusted, network support, helping others, provision of food, and emotional support. These mobilizations played a crucial role in revitalising the COVID-19 affected livelihoods and enhancing resilience. The findings of this study may provide valuable lessons and policy implications by illustrating how social capital legacies were mobilised during the COVID-19 pandemic across various age groups and geographical contexts, even in the face of significant challenges.