An Investigation into How Education Leaders Supported Teachers to Effectively Teach Online During a Global Pandemic
| dc.contributor.author | Badger, Susan Carol | en |
| dc.contributor.committeechair | Mullen, Carol Ann | en |
| dc.contributor.committeemember | Boyles, Emily Tolley | en |
| dc.contributor.committeemember | Cash, Carol S. | en |
| dc.contributor.committeemember | Brinkmann, Jodie Lynn | en |
| dc.contributor.department | Counselor Education | en |
| dc.date.accessioned | 2022-02-26T09:00:29Z | en |
| dc.date.available | 2022-02-26T09:00:29Z | en |
| dc.date.issued | 2022-02-25 | en |
| dc.description.abstract | This research study focused on middle school teacher perceptions and experiences regarding how education leaders supported them in the transition to online teaching during a global pandemic. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic. A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the Covid-19 pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. The survey results showed 73% of the teachers perceived the principal was supportive in the transition while 80% of teachers perceived the grade-level administrators were supportive. In the interview analysis 100% of the teachers believed leaders were supportive. For professional development received, 60% of teachers surveyed and 83% of the interviewees felt they received enough professional development. Teachers expressed the need for additional professional development in the interviews which was 83% while only 60% of teachers surveyed wanted the additional training. Teachers were asked if leadership effectively supported them in teaching online. Eighty percent of teachers surveyed perceived the support provided by leaders was effective for teaching online. Of the interviewees, 100% felt the principal support was effective and 83% felt the grade-level administrator support was effective. Findings suggest that listening to teachers' issues, concerns, and suggestions, being positive, supportive, assisting in parent communication, monitoring poor student attendance, and providing professional development for online teaching were critical for teachers' effectiveness in the transition to online teaching. The findings of this study provided for a better understanding of how education leaders supported teachers during a global crisis. The information obtained can provide a significant contribution for education leaders and teachers in the development of virtual course curriculum and instructional strategies in the K-12 online learning modality. | en |
| dc.description.abstractgeneral | This study investigated the middle school teachers' perceptions and experiences regarding how education leaders provided support to them in the transition to online teaching during a global pandemic Supporting research on education leadership support, teacher perceptions, online teaching, and Covid-19 is included. The researcher conducted this study to determine how the education leaders supported teachers during the transition to effectively teach online. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic? A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. Findings suggest that listening to teachers' issues, concerns and suggestions, being positive and supportive, assisting in parent communication, monitoring poor student attendance, and providing teacher professional development for online teaching were critical for teachers to be effective in the transition to online teaching. | en |
| dc.description.degree | Doctor of Education | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:33776 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/108880 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | face-to-face teaching | en |
| dc.subject | distance education/online teaching | en |
| dc.subject | perception | en |
| dc.subject | support | en |
| dc.subject | teacher self-efficacy | en |
| dc.subject | pandemic | en |
| dc.subject | Covid-19 | en |
| dc.title | An Investigation into How Education Leaders Supported Teachers to Effectively Teach Online During a Global Pandemic | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Educational Leadership and Policy Studies | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Education | en |
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