Sain, Jessica Irene2021-04-212021-04-212021-04-20vt_gsexam:29291http://hdl.handle.net/10919/103067The research presented in this study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering design-based learning to elementary students and identifies what resources and support teachers need to administer online or blended learning delivery of design-based learning with elementary students in the current environment. The population was elementary teachers teaching STEM content and this study included a sample of four elementary STEM teachers teaching in rural and suburban communities. Each participating teacher completed the Teacher Efficacy and Attitudes Toward STEM Survey (T-STEM) (Friday Institute for Educational Innovation, 2012) to reveal their overall self-efficacy with delivering STEM content, followed by participating in a semi-structured interview consisting of queries targeting both research questions. This qualitative analysis revealed a temporary decrease in teachers' self-efficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers' lack of control and support for the student in a synchronous manner, and a change in STEM education as a priority were revealed as contributors to this temporary decrease in the teachers' self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process to accommodate the virtual environment for a traditionally hands-on instructional strategy. Teachers cited fellow educator support, previous coursework, additional time, and access to teacher resources as resources and support that would be beneficial in the current environment.ETDIn CopyrightIntegrative STEM EducationDesign-based LearningTeacher Self-efficacyVirtual LearningBlended LearningProfessional DevelopmentElementary EducationDissertation