Date of Conferral
2022
Degree
Ph.D.
School
Education
Advisor
Terri Edwards
Abstract
In 2020, the COVID-19 pandemic caused an educational shift from traditional teaching to remote teaching. Teachers struggled to adapt to the changes because they were unable to properly prepare, yet administrators expected them to continue successfully teaching from home. Using Garrison et al.’s community of inquiry model, the purpose of this basic qualitative study was to explore the perspectives of early childhood teachers regarding teaching remotely during a pandemic and what they need from school administration to teach children remotely. Semistructured interviews were conducted with 10 early childhood teachers with experience teaching remotely during the onset of the COVID-19 pandemic in the 2019-2020 school year. Interview transcripts were analyzed using thematic analysis. Results indicated that teachers were not prepared for the transition, experienced increased personal and professional stress, prioritized social emotional and cognitive experiences, and needed resources and support from their administration to teach remotely. This study contributes knowledge to the field of early childhood education and furthers understanding of teachers’ experiences teaching remotely during a pandemic and what they need from administration to teach remotely. The results of this study may promote social change by providing administrators with the insight needed to make decisions that may improve the quality of teaching and learning in remote settings during a pandemic based on the recommendations and experiences of experienced teachers.
Recommended Citation
Moretto, Destiny Pietra, "Teachers’ Perspectives of What They Need from School Administration to Teach Remotely" (2022). Walden Dissertations and Doctoral Studies. 12477.
https://scholarworks.waldenu.edu/dissertations/12477
