Download or read book A Phenomenological Study on Teachers Lived Experience with Self efficacy Teaching Face to face Instruction During the COVID 19 Pandemic written by James Scott Phillips and published by . This book was released on 2022 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe teachers’ lived experiences with self-efficacy teaching face-to-face instruction during the COVID-19 pandemic in a public school district in South Georgia. The theory guiding this study is Bandura’s (1977) theory of self-efficacy which was used to answer the following central research question: What are teachers’ lived experience with self-efficacy teaching face-to face-instruction during the COVID-19 pandemic? Twelve teachers from two schools provided a description of their lived experiences teaching in-person instruction amid the pandemic. Data was collected through semi-structured interviews, teacher journals, and a focus group. Data analysis followed Moustakas’ (1994) transcendental methods of epoché, phenomenological reduction with horizontalization and thematic development to create a textual description of the phenomenon, imaginative variation to create a structural description of the phenomenon, and synthesis of textural and structural descriptions to present the essence of the phenomenon. The study produced four themes and nine sub-themes. The themes were perseverance, awareness, a need to socialize, and challenging. The findings revealed that teachers’ self-efficacy in teaching in-person instruction continuously fluctuated and was informed by their classroom experiences and perceptions of their classroom environment. Teachers experienced increased self-efficacy through mastery experience, vicarious experience, and verbal persuasion, which enhanced their commitment and relationships but experienced decreased self-efficacy through emotional arousal because they perceived their environment as challenging, which exacerbated stress.

Download or read book Teacher Self efficacy Job Satisfaction and Burnout Amid the COVID 19 Pandemic written by Jaimee A. Hager and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers are consistently faced with adversity, which can affect their ability to feel efficacious in their position, causing them to experience a decrease in their job satisfaction and putting them at risk for burnout. Recently, teachers have experienced significant changes in education, as the COVID-19 pandemic has increased illnesses and forced necessary safety adaptions in the educational setting. This study is a quantitative research design. Participants included 40 elementary teachers from Isle of Wight County Schools in Virginia. Participants were provided a link or QR code to access the survey. This study used a Pearson Correlation to measure relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the COVID-19 pandemic. Results from these statistical analyses indicated no significant relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the pandemic, as measured by Likert-scaled surveys. The lack of significant correlations for teacher self-efficacy, burnout, and stress related to the pandemic were likely due to statistical power. Similar results for a larger sample size would have yielded results of stronger statistical significance. While results were not statistically significant, previous research indicates the need to provide teachers positive support, learning opportunities, and an encouraging atmosphere to promote a positive sense of self-efficacy and happiness in the workplace, despite unique adversities, such as the COVID-19 pandemic.

Download or read book Lessons from the Transition to Pandemic Education in the US written by Marni E. Fisher and published by Routledge. This book was released on 2021-06-09 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.

Download or read book Teaching and Leading in Times of Crisis written by Sally Osborne and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 pandemic had significant impacts on education, and the crisis was further complicated by rising tensions around multiple aspects of teaching and schools in general. The purpose of this study was to explore the lived experiences of elementary educators who worked during the pandemic and to examine how leadership practices affected teachers' experiences during this complex time. This study was designed as a phenomenological qualitative study utilizing an interpretive approach seeking to describe, understand, and interpret the experiences of six elementary school teachers and five elementary school principals during the COVID-19 global crisis. Each of the eleven participants was interviewed twice using semi-structured interview protocols adapted from McAdams' (2007) Life Story Interview. This study analyzed teachers' accounts through the lens of burnout and resilience theories. Findings from this study revealed educators have experienced unprecedented stressors and emotional exhaustion. The study articulated the importance of supportive relationships and leadership practices. Consequently, stakeholders must understand the experiences of educators and look for more ways to support them during times of crisis.

Download or read book Research on Teacher Stress written by Christopher J. McCarthy and published by IAP. This book was released on 2023-03-01 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.

Download or read book A Teacher s Journey written by Wanda Margarette Brubaker and published by . This book was released on 2016 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was concerned with the challenges beginning teachers face when they enter the field of education. Through the use of reflective practice, beginning teacher personal reflections of experience were recorded and analyzed to discern particular experiences that present as the most challenging to these novice educators. -- Reflective practice and experiential learning theories are used in this qualitative phenomenological study. This study includes reflective practice as first introduced by master theorist John Dewey, considered by many to be the father of reflection in education, and theorist Donald Schon. Dewey (1944) recognized reflection as an active and intentional action and further that even a minute amount of experience is better than an abundance of theory, because it is through experience that theory has significance. Theorist Donald Schon (1983) expanded on Dewey’s work in developing types of reflection: reflection-in-action in which reflection occurs during the event and reflection-on-action occurring after the event. Kolb (1984) introduced experience as the main source of learning and contended that experiential learning is a combination of experience, perception, cognition, and behavior and is a holistic and integrative perspective in the cycle of learning. -- In this qualitative study, the experiences of purposefully chosen candidates in their first 3 years of teaching were analyzed. The research method of interpretive phenomenology was used to analyze teacher reflections for the purpose of obtaining a better understanding of the experiences beginning teachers deem as most challenging and if these challenges include differentiation of instruction, classroom management, and the unexpected expectations required of the teaching profession. These three primary themes are identified in the literature.

Download or read book A Phenomenological Study on Job Stress and Its Perceived Effect on Elementary Teachers in Arkansas Returning to the Classroom at the Height of the COVID 19 written by Cherie Sims and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world experienced a worldwide pandemic, certified Arkansas elementary school teachers went back to the classroom to support students. The experience was unique and challenging because of the unexpected changes that occurred The purpose of this qualitative phenomenological study was to explore the perceptions of the stress of Arkansas teachers as they experienced an increase in workload and changes to their sense of self-efficacy. The conceptual framework chosen for this study is the job demand-control-support model. This framework made it possible to understand the teacher's view of the changes, such as COVID-related increased procedures and isolation due to social distancing. At times, the teachers had little control over their experience in the classroom. Teachers who were trained to collaborate worked in isolation. The findings of the study reveal that teachers experienced an increase in workload. Teachers in the study perceived their stress as a hindrance because they could not engage with their students as they had before the pandemic. Most often, prayer was used as a coping mechanism by participants in the study. The implications of the findings are that before schools are faced with unique challenges, such as a world pandemic, school leaders must prepare teachers for changes that could disrupt their work environment. The educational practitioners' recommendation for practice includes developing stress management programs to help teachers (a) sustain positive beliefs about their abilities to teach their students, (b) lower stress levels, (c) help teachers recognize signs and symptoms of stress, and (d) build social-emotional competence. Another recommendation for practice is an implementations of rationale emotive occupational health coaching to elementary school teachers. This is an effective way for those impacted to discuss and express their feeling concerning COVID-19. Thus giving an outlet to extinguish negative perceptions of their experiences.

Download or read book A Quantitative Study of Teacher Self efficacy in the Midst of a Global Pandemic written by Christie Maria Henderson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators have endured the difficulties of teaching during a pandemic for over eighteen months. The COVID-19 pandemic has been described as the greatest challenge for our global society since World War II (Saha and Dutta, 2020). The nuances of teaching during this experience have influenced educators to reflect on their skill set and examine their continued effectiveness in the areas of student engagement, instructional strategies and classroom management. In addition, teachers and counselors have addressed their own mental health issues and the social emotional issues of their students and families. The purpose of this study was to determine the levels of teacher self-efficacy and differences between the subgroups of veteran and novice, rural and urban, and male and female. This quantitative descriptive study examined the self-efficacy of teachers during the pandemic as measured by the Teachers Sense of Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). The study provided a point-in time for the lasting impact of this historical event on the self-efficacy of teachers. The results of this study indicated an overall mid-range level of self-efficacy for teachers as well as differences between select sub-groups when comparing efficacy in the areas of student engagement, classroom management and instructional strategies.

Download or read book How Technology Mediated Social Learning During the Covid 19 Pandemic a Phenomenological Case Study written by Rashi Seth-Parmar and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the COVID-19 pandemic, schools in California were forced to shut their doors to students and staff during spring semester 2020. The school closures forced teachers to migrate their lessons to online platforms and forced students to learn using various online modalities. Students no longer had the traditional access to their teachers, administrators, or peers, which caused an imbalance in their social learning. This phenomenological qualitative study offers administrators and teachers best practices in fostering student social learning while utilizing distance learning or online learning specifically for K-12 students. The best practices are derived from the lived experiences of a group of students and teachers from one specific charter high school in Orange County, California. The lived experiences describe how technology mediated the social learning of students during the COVID-19 pandemic and distance learning. The data in this study were captured by utilizing semi structured interviews. The research participants consisted of nine students and teachers who attended or worked at the specific site during the 2019-2020 and 2020-2021 school years. The findings showed that technology mediated the social connections of students and teachers during the distance learning period due to the COVID-19 pandemic. However, at the time, technology did not adequately meet the learning needs of the students. This study provides teachers, administrators, policymakers, and students with practical implications based on the findings from the research.

Download or read book A Phenomenological Study written by Kelly Waltman-Payne and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to discover the factors that influenced the faculty’s lived experiences and perceived preparedness when transitioning to fully online courses in response to the COVID-19 crisis, for full-time faculty members at Greenhill College, North Branch. The central research question for the research was “What factors, such as professional development and other training, related to online learning, influenced faculty attitudes and perceptions of preparedness, as they transitioned to online teaching during the COVID-19 Pandemic 2020?” Ten participants were selected using a random sample drawn from full-time faculty members at Greenhill College, North Branch. Data collection included interviews, focus group interviews and document and artifact examination. The transformative learning theory guided the research into the adult learning process, as the faculty members in the study were adults. This research provides educational studies with a baseline for understanding the factors that impact the development of faculty attitude, especially during a crisis, which in turn can help faculty prepare for such a transition. The results of the study suggested that faculty shared a lack of confidence in online education and their ability to effectively teach students in this environment.

Download or read book Elementary Public School Teachers Coping Mechanisms Used During the COVID 19 Pandemic in North Texas written by Timothy Michael Eastman and published by . This book was released on 2022 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe elementary public school teachers’ experiences coping with stress during the COVID-19 pandemic. Using Lazarus and Folkman’s transactional model of stress and coping theory, the study answered the central research question: How do elementary public school teachers describe their experiences coping with stress during the COVID-19 pandemic? The sub-questions addressed: What psychological, physical, and emotional mechanisms are elementary public school teachers using to cope with stress during the COVID-19 pandemic? Purposeful sampling and maximum variation sampling were used to select 14 elementary public school teachers’ who experienced teaching during the COVID-19 pandemic. The setting of the study was North Texas Independent School District. The data collection methods used included participant journaling, semi-structured interviews, and a focus group. The data was analyzed using Moustakas’s data analysis which began with epoché, then transcendental-phenomenological reduction, imaginative variation, and synthesis of composite textural and composite descriptions. Two themes were identified through data analysis which included teacher stress and teacher coping mechanisms. Findings indicated that teachers had faced much adversity during the COVID-19 pandemic in ways such as students, technology, and instruction; however, they have been resilient throughout the pandemic. Psychological, physical, and emotional coping mechanisms have helped teachers cope with their stress. Implications for research suggested that helping teachers find adequate outlets to cope with their stress could be effective. Recommendations for future research are provided.

Download or read book A Phenomenological Study of Professional Development written by Kamilah Thorne and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational reform continues to influence the implementation of professional development for educators. Professional development intends to provide teachers with relevant and current strategies and resources to engage students. Professional development intends to influence change in teacher practice; however, there is a lack of evidence that supports the correlation. This phenomenological study informs readers of the needs, learning preferences, perceptions, and experiences surrounding professional development. The study created a more concise picture of teachers' lived experience of professional development. The study intended to discover answers to questions around professional development's impact on teacher practice, perception of the impact, and self-reflection as a result of the professional development. The participants in the phenomenological study were a small sample of elementary school teachers in an urban school district in the Mid-Atlantic region. Each participant engaged in a semi-structured interview. The researcher kept a researcher's journal to capture notes, data, and reflections as they journeyed through the research alongside the use of the data captured in the semi-structured interviews. Examining the impact of professional development on teacher practice is exceptionally relevant to the present climate of education. Keywords: Professional development, impact, self-reflection, teacher efficacy, learning preference

Download or read book The Negotiated Self written by and published by BRILL. This book was released on 2018-11-01 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection includes critical, qualitative, creative, and arts-integrated chapters attentive to the ways in which reflexive inquiry supports explorations of teacher identity. The explicit aim of this manuscript is to advance teacher self-study and, through it, the teaching and learning experience.

Download or read book A Phenomenological Examination of Teaching Bubble Students from the Perspective of Rural General Education Teachers in South Central Virginia written by Wanda Price Carter and published by . This book was released on 2018 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe 10 rural third- through fifth-grade general education teachers’ experiences with teaching “bubble students” in south-central Virginia. Bubble students were defined as those students who were projected to come close to achieving test cut scores. The theories guiding this study were Bandura’s theory of self-efficacy and the self-determination theory as they provided an understanding of how attitudes, perceptions, and beliefs could impact the self-efficacy and experiences of teachers. The following research questions framed the study: How do rural third- through fifth-grade general education teachers in Virginia describe their experiences with teaching bubble students? How do participants describe their feelings of efficacy and perceive professional aptitude after teaching bubble students? How does the presence of bubble students in a classroom impact the teaching practices of participants? What are the classroom challenges described by participants after teaching bubble students? Data collection included blog responses, individual interviews, and reflective journaling. Data analysis included bracketing, reading, memoing, coding, imaginative variation, and the keeping of a researcher’s journal. Findings of this study showed four themes: relationships, beliefs, challenges, and expansion of personal knowledge. The results of the study provided data to help determine whether current educational practices in Virginia are positively impacting the achievement gap. Further research is recommended with a larger population, review of the relationships of the general education participants with their collaborating colleagues, and of teacher preparation for teaching bubble students.

Download or read book A Phenomenological Study of Secondary Teachers Experiences with a Mandated Transition to and from Synchronous Online Instruction written by Susan P. Lyman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand secondary teachers’ experiences with an unexpected transition between in-person teaching and virtual modalities for secondary educators in New York public schools. The theory that guided this study was Schlossberg’s transition theory which provided a lens through which to understand the shared experiences of making an unplanned transition from face-to-face teaching to online platforms. The study was qualitative and followed a phenomenological research design. The setting for this study was multiple public school districts in Nassau and Suffolk Counties on Long Island, New York. The sample was 10 secondary public school teachers from different content areas. I used Moustakas’ transcendental phenomenology procedures to analyze data collected from interviews, journal prompts, and a focus group. Findings showed the importance of support in the educational process, especially in times of emergency remote instruction. There was a continuous feeling of uncertainty throughout the transition pertaining to technology and how long remote instruction would last. A major finding of the study was that human connections are supreme in the teaching world, especially in times of crisis.

Download or read book The Experience of Teachers Implementing Problem cased Learning in an English Language Arts Class in Hawaii written by Lavinia Sonia Mikaela Callahan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand teachers’ experiences of implementing problem-based learning (PBL) at Leeward School. The theory guiding this study is Knowles’s self-directed learning (SDL) theory; it explored skills related to SDL. A transcendental phenomenological research approach was to understand how teachers implement PBL experiences, the phenomenon studied. A purposeful sampling method was used to select participants. The central research question was: What are the experiences of teachers implementing PBL in an English language arts classroom in a private school in Hawaii? The setting is Leeward School in Hawaii. Data were collected through semi-structured interviews, follow-up interviews, and a focus group discussion. Data collected from the semi-structured interviews, follow-up interviews, and a focus group discussion created descriptions, apply codes, and develop themes. Data analysis was done by using open coding, embedded analysis and looking for themes. The themes found were self-efficacy, resources and supportiveness.

Download or read book Lessons from a Pandemic written by Wilber Alexander Bruno and published by . This book was released on 2021 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended Online Learning (BOL) combines synchronous and asynchronous online learning in ways that potentially can overcome limitations of fully asynchronous online. Although BOL has been an emergent modality for decades, research on the experiences, benefits and challenges of its implementation has been limited. However, the Covid-19 pandemic forced many college courses to go fully online, including courses with hands-on learning components assumed to require face-to-face instruction to support learners. For this study, the pandemic disruption offered an authentic learning setting to investigate the learning and experiences of pre-service teachers in a technology course that was forced into a fully online BOL modality. Previously, the technology course was delivered in a Blended Learning modality (BL) that combined face-to-face computer lab meetings with asynchronous online materials and activities using a Learning Management System (LMS). BOL replaced face-to-face meeting with synchronous online (e.g., Zoom) meetings. The purpose of this study was to explore if BL and BOL course modalities would generate different student outcomes in terms of rubric scores obtained on a final project (competence), along with student-written reflections on the final project (confidence/self-efficacy) that covered topics and skills such as digital audio, digital video, and PowerPoint. The study showed that students enrolled in the BL modality obtained higher scores on the final project as compared to students engaged in the BOL modality. On the other hand, BOL students made a higher number of problem-solving statements in their written reflections about the final project, displaying an antifragile disposition. This study contributes to the existing body of research on online learning modalities by exploring the dimension of competency and self-efficacy of students enrolled in blended and blended online versions of a course with concentration on learning technology. The findings of this study can inform decisions of teacher education administrators and faculty about how they are going to integrate educational technology into Teacher Education Programs. Further, the study has implications for adopting BOL modality in a range of higher education courses in which fully online delivery has been resisted because of students' assumed needs for face-to-face support in skills learning.