Primary Teachers' Perceptions of Self-Efficacy during the COVID-19 Pandemic

Autor/in	Carroll, Kelly Reis
Titel	Primary Teachers' Perceptions of Self-Efficacy during the COVID-19 Pandemic
Quelle	(2022), (168 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Bridgeport
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9057-0
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Self Efficacy; Self Concept; COVID-19; Pandemics; Experience; Electronic Learning; Distance Education; Novelty (Stimulus Dimension); Emergency Programs; Educational Technology; Stress Variables; Self Esteem; Parent Teacher Cooperation; Feedback (Response) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Erfahrung; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; Unterrichtsmedien; Self-esteem; Selbstaufmerksamkeit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The COVID-19 pandemic created a worldwide disruption to the educational system that shuttered traditional classrooms and immediately shifted to virtual teaching and learning. The purpose of this qualitative research study was to explore how novel virtual teaching experiences contributed to primary teachers' perceptions of self-efficacy during the COVID-19 pandemic. Narrative inquiry was used to collect primary teachers' perspectives and experiences via a survey, essays and interviews. A narrative thematic analysis of the data revealed that primary teachers' lack of experience with teaching virtually along with the lack of experience with the necessary technology needed to teach via virtual platforms, caused stress and a lack of confidence which weakened perceptions of self-efficacy. Teachers felt judged and unsure of their capabilities having parents in the virtual classroom but conversely experienced increased confidence due to parent feedback. Collegial support and student success motivated primary teachers and strengthened perceptions of self-efficacy. Over time, teachers realized that they were adaptable and capable, which increased their belief in their ability to be successful and strengthened perceptions of self-efficacy. The results of this study benefit educational leaders by supporting future professional development and pre-service teacher training programs in order to meet the technological and pedagogical competencies of a globalized digital world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01