Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Evelyn H. Ogden

Abstract

There is a gap in understanding challenges rural high school teachers faced when adapting to remote and hybrid instruction during the COVID-19 pandemic. The purpose of this qualitative case study was to investigate challenges that teachers faced when implementing strategies, curriculum, and technology during the transition to remote and hybrid learning because of the pandemic. The conceptual framework of self-efficacy guided this qualitative case study. The research question addressed challenges that professional teachers at a rural public 9-12 grade high school faced regarding strategies, technologies, and curriculum as they transitioned to remote and hybrid instruction in the 2020-2021 school year during the COVID-19 pandemic. Seven educators who taught at a rural high school during the 2020-2021 school year were interviewed. Data was analyzed through inductive coding, sorted into categories, and revealed five themes related to challenges including continuously changing expectations, lack of student engagement at home, discrepancies between structured curriculum and freedom to choose curriculum, and mixed feelings involving technology self-efficacy. The fifth theme was that teachers felt pride and demonstrated resilience as they struggled through the pandemic. Results indicate that clearer expectations, technology training, and colleague collaboration might help educators with remote and hybrid teaching in the pandemic. Knowledge and understanding related to teaching in the pandemic can lead to positive social change in that high school and district leadership can better help teachers to guide students through remote and hybrid instruction, therefore molding learners into citizens of the future.

Download

Included in

Education Commons

Share

 
COinS