A Phenomenological Study on Teachers' Lived Experience with Self-efficacy Teaching Face-to-face Instruction During the COVID-19 Pandemic PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Phenomenological Study on Teachers' Lived Experience with Self-efficacy Teaching Face-to-face Instruction During the COVID-19 Pandemic PDF full book. Access full book title A Phenomenological Study on Teachers' Lived Experience with Self-efficacy Teaching Face-to-face Instruction During the COVID-19 Pandemic by James Scott Phillips. Download full books in PDF and EPUB format.
Author: James Scott Phillips
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 253
Get Book Here
Book Description
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.
Author: James Scott Phillips
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 253
Get Book Here
Book Description
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.
Author: Jaimee A. Hager
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 0
Get Book Here
Book Description
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.
Author: Marni E. Fisher
Publisher: Routledge
ISBN: 1000435156
Category : Education
Languages : en
Pages : 127
Get Book Here
Book Description
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.
Author: Sally Osborne
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 0
Get Book Here
Book Description
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.
Author: Christopher J. McCarthy
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 339
Get Book Here
Book Description
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.
Author: Wanda Margarette Brubaker
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 302
Get Book Here
Book Description
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.
Author: Cherie Sims
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 0
Get Book Here
Book Description
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.
Author: Christie Maria Henderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
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.
Author: Rashi Seth-Parmar
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 0
Get Book Here
Book Description
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.
Author:
Publisher: BRILL
ISBN: 9004388907
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
Teacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.
