Date of Degree
2024
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Director
Tiffany, Puckett
Committee Members
Vander Schee, Carolyn; Karner, Michael; Gibson, Lynn
Keywords
TEACHER PERCEPTION, ROLE STRAIN, SELF-EFFICACY, CLASS COMPOSITION, K-5 TEACHERS, REMOTE TEACHING, THE COVID-19 PANDEMIC, LAKE COUNTY, ILLINOIS
Abstract
TEACHER PERCEPTION ON ROLE STRAIN, SELF-EFFICACY, AND CLASS COMPOSITION: A CLOSER LOOK AT THE IMPACT ON K-5 TEACHERS’
REMOTE TEACHING EXPERIENCES DURING THE
COVID-19 PANDEMIC
Suzana Tyler Stojovic Thomas Peterson, Ed.D.
Department of Leadership, Educational Psychology and Foundations
Northern Illinois University, 2024 Tiffany Puckett, Director
This mixed methods causal-comparative study addresses the significant gap in understanding the impact of class composition on the self-efficacy of K-5 teachers in remote settings during the COVID-19 pandemic while exploring the mediating role of role strain in the relationship between class composition and teacher self-efficacy. The COVID-19 pandemic precipitated an unprecedented shift to remote and hybrid learning, imposing substantial challenges on educators globally. As the education sector adapted, teachers faced the complexities of transitioning to virtual platforms, incorporating new technologies, and addressing the diverse needs of students in remote environments. This study explicitly explores how class composition influences remote teacher self-efficacy, acknowledging the dynamic mix of students in a class and its role in shaping the learning environment. It further investigates the mediating role of role strain, recognizing the unique professional stress educators face in adapting to evolving roles and responsibilities. Guided by Bandura’s self-efficacy theory and Goode’s role strain framework, this study examines the importance of educators’ beliefs in their ability to navigate these challenges. Previous research indicated a negative correlation between COVID-19-related stress and K-5 educators’ self-efficacy, emphasizing the broader
consequences of the pandemic. The findings will inform educational practices and policies, fostering a deeper understanding of the challenges and dynamics within the evolving landscape of remote teaching. As the pandemic reshaped education, this research aims to enhance support structures for educators and optimize the quality of education provided to students.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Peterson, Suzana TS Thomas, "TEACHER PERCEPTION ON ROLE STRAIN, SELF-EFFICACY, AND CLASS COMPOSITION: A CLOSER LOOK AT THE IMPACT ON K-5 TEACHERS’ REMOTE TEACHING EXPERIENCES DURING THE COVID-19 PANDEMIC" (2024). Dissertations of Practice. 55.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/55
