Date of Award
Spring 5-15-2024
Degree Type
Dissertation
Degree Name
Executive Ed.D. in Education Leadership Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Christopher Tienken, EdD
Advisor
Daniel Gutmore, PhD
Committee Member
Timothy Purnell, EdD
Committee Member
Jennifer Viaud-Macones, EdD
Keywords
self-efficacy, emergency remote teaching, COVID-19 pandemic, online learning, teaching, learning
Abstract
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 ERT. The findings suggest that teacher self-efficacy manifests in diverse forms. The research reframes teacher self-efficacy as adaptable and amenable to strategic cultivation, providing a comprehensive framework for promoting, supporting, and nurturing diverse facets of self-efficacy in the face of unprecedented challenges.
This research study contributes valuable insights for K-12 administrators, offering qualitative data to inform future planning, preparation, and implementation of best practices during emergency school shutdowns. The multifaceted understanding of teacher self-efficacy presented in this research underscores the importance of recognizing and cultivating diverse forms of self- efficacy for sustaining effective teaching practices.
Keywords: self-efficacy, emergency remote teaching, COVID-19 pandemic, online learning, teaching, learning
Recommended Citation
Padelsky, Andrea, "High School Teachers' Perceptions of the Factors that Foster and/or Inhibit Self-Efficacy During Emergency Remote Teaching" (2024). Seton Hall University Dissertations and Theses (ETDs). 3151.
https://scholarship.shu.edu/dissertations/3151
