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High School Teachers' Perceptions of the Factors that Foster and/or Inhibit Self-Efficacy During Emergency Remote Teaching.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	High School Teachers' Perceptions of the Factors that Foster and/or Inhibit Self-Efficacy During Emergency Remote Teaching./
作者:	Padelsky, Andrea.
面頁冊數:	1 online resource (166 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9798381899573

High School Teachers' Perceptions of the Factors that Foster and/or Inhibit Self-Efficacy During Emergency Remote Teaching.
Padelsky, Andrea.

High School Teachers' Perceptions of the Factors that Foster and/or Inhibit Self-Efficacy During Emergency Remote Teaching. - 1 online resource (166 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--Seton Hall University, 2024.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381899573Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

COVID-19 pandemicIndex Terms--Genre/Form:

554714
Electronic books.

High School Teachers' Perceptions of the Factors that Foster and/or Inhibit Self-Efficacy During Emergency Remote Teaching.
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