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The Influence Of The Covid-19 Pandemic On Rural Virginia Secondary Teachers’ Self-Efficacy, Sherol L. Southerland
The Influence Of The Covid-19 Pandemic On Rural Virginia Secondary Teachers’ Self-Efficacy, Sherol L. Southerland
Theses and Dissertations
The COVID-19 pandemic has presented unique challenges for PK-12 education and exposed educators’ skill deficits. Teachers had to learn new approaches to doing their jobs while navigating the mental, emotional, spiritual, and financial impact of the pandemic on their personal lives. This undertaking was even more demanding for rural school divisions, which tend to lack the resources (e.g., personnel, technology, financial) that suburban and urban school divisions have. Schools reopened in fall 2020 offering fully remote, fully in-person, and hybrid modalities, however, there was no going back to teaching as it was before the pandemic. The present study sought to …
The Self-Efficacy Of Culturally Responsive Teaching Among Secondary Teachers During Emergency Online Learning, Jo R. Hawke
The Self-Efficacy Of Culturally Responsive Teaching Among Secondary Teachers During Emergency Online Learning, Jo R. Hawke
Theses and Dissertations
The present study used an explanatory-sequential mixed-methods research design to investigate the culturally responsive teaching self-efficacy of secondary teachers during the emergency online learning of 2020. Participants were all teachers in a small urban mid-Atlantic school district. Phase 1 involved the collection of primarily quantitative data, including a measure adapted from Siwatu’s (2007) Culturally Responsive Teaching Self-Efficacy (CRTSE) scale. Quantitative findings informed the selection of six teachers to participate in interviews during the qualitative Phase 2. Interview questions further probed participants’ culturally responsive teaching self-efficacy and how the teachers demonstrated these beliefs in general and specifically during the emergency online …
Secondary English Teachers’ Experiences Of Agency: Connections To Shifting Educational Contexts During Covid-19, Kristina Lee
Secondary English Teachers’ Experiences Of Agency: Connections To Shifting Educational Contexts During Covid-19, Kristina Lee
Theses and Dissertations
The COVID-19 pandemic caused schools around the world to enter uncharted territory. Due to the unprecedented nature of the educational crisis, it was important to examine how teacher agency may have been affected. Teacher agency can have important implications for school climate, policy, and the experience of stakeholders. The main focus of this study was to cultivate an understanding of secondary English teachers’ perceptions of agency as they navigated teaching throughout the COVID-19 pandemic. An ecological framework was used to examine teachers’ experiences of agency in the context of COVID-19. The study utilized a basic qualitative design with in-depth interviews …
The Influence Of Mindfulness On Teacher-Student Relationships, Classroom Climate, And School Culture: Secondary Educators’ Perspectives, Margaret Lane Dunne
The Influence Of Mindfulness On Teacher-Student Relationships, Classroom Climate, And School Culture: Secondary Educators’ Perspectives, Margaret Lane Dunne
Theses and Dissertations
Research suggests that the relationships students share with teachers have the power to enhance or hinder students’ learning and overall well-being. Thus, there is a critical need for educational leaders to implement systems that develop teachers’ abilities to connect with and positively support students. The focus of this phenomenological study was to explore a purposefully selected group of participants’ perceptions of how their mindfulness practices influence their work as secondary educators. Participants of the study included secondary educators from varied academic departments, varied years of teaching experience, and varied years engaged in mindfulness practice. Participants were drawn from two suburban, …
A Critical Examination Of Secondary Teachers’ Perceptions Of Liberatory Pd, Christine C. Moore
A Critical Examination Of Secondary Teachers’ Perceptions Of Liberatory Pd, Christine C. Moore
Theses and Dissertations
This study sought to develop an understanding of secondary teachers’ perceptions of liberatory (justice-oriented) professional development at three school sites in a single school district. As participants shared their perceptions, three significant themes emerged; they described 1) facing contextual constraints that limited their agency 2) desiring to be reframed as knowledge producers, yet 3) struggling to envision how their agency could support their liberation. These key findings led to an emergent theory of the Cycle of Professional Development Stagnation, a cycle involving barriers that perpetuate the framing of teachers as passive recipients of knowledge. As evidenced in this qualitative …
Exploring Concerns Of K-12 Online Educators, Tadd Spencer Farmer
Exploring Concerns Of K-12 Online Educators, Tadd Spencer Farmer
Theses and Dissertations
Although a relatively small number of K-12 students are currently enrolled in online classes, the dramatic growth in online enrollments in recent years suggests that online education will play a significant role in the future landscape of public education. While our understanding of online teaching and learning continues to grow, relatively little is known about the experiences of teachers as they engage in online teaching. In particular, very little is known about the concerns of teachers as they navigate their teaching roles and responsibilities in an online teaching environment. Using an interpretative phenomenological analysis approach, this qualitative study explored the …