Date of Conferral

7-23-2024

Date of Award

July 2024

Degree

Ph.D.

School

Education

Advisor

Terri Edwards

Abstract

Early childhood education leaders were challenged to assist K-3 teachers with transitioning to online teaching due to the COVID-19 pandemic. The purpose of this basic qualitative study was to explore early childhood education leaders’ challenges to assist K-3 teachers with transitioning to online teaching during the COVID-19 pandemic. The conceptual framework was based on Kolb’s experiential learning theory which is focused on the learning process and on making adaptations. The research questions focused on challenges K-3 early childhood education leaders encountered when assisting teachers transitioning to online teaching due to the COVID-19 pandemic and what early childhood education leaders believe they need to assist K-3 teachers with teaching online in the future. The study involved nine participants who were early childhood education leaders during the COVID-19 pandemic. Audio-taped, open-ended interview questions were used to collect data. Five themes emerged: teachers need emotional support and resources from early childhood education leaders to teach online, early childhood education leaders must communicate with teachers during online teaching, early childhood education leaders were challenged to keep students focused and bridge the educational gap caused by online learning, early childhood education leaders need help providing resources and supporting students and parents when teaching and learning are online, and early childhood education leaders have strategies to use during future academic disruptions. Findings may provide strategies education leaders can utilize when early childhood teachers transition to online teaching. The social change may include strategies for future and current education leaders to implement online teaching.

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