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High School Teachers' Perceptions Of The Factors That Foster And/Or Inhibit Self-Efficacy During Emergency Remote Teaching, Andrea Padelsky
High School Teachers' Perceptions Of The Factors That Foster And/Or Inhibit Self-Efficacy During Emergency Remote Teaching, Andrea Padelsky
Seton Hall University Dissertations and Theses (ETDs)
Abstract
This qualitative research study explores high school teachers' perceptions of the factors influencing their self-efficacy during emergency remote teaching (ERT) in response to the COVID-19 pandemic. The study, conducted in a New Jersey high school, investigates the immediate transition from traditional in-person instruction to fully remote learning. By utilizing semi-structured interviews, the research focuses on five emergent themes: Adaptability and Flexibility, Student-Centered Approach, Communication and Transparency, Resourcefulness and Connection, and Challenges and Uncertainty Management.
The research study aligns with Albert Bandura's self-efficacy theory, examining how mastery experiences, vicarious experiences, social persuasion, and physiological arousal contribute to teachers' self-efficacy during …