Book Description
A traditional educational experience takes place in a school building. The reforms in education have resulted in academic achievement and school improvement, no one could have imagined the changes that would result in 2020. In March of 2020, education was forever-changed due to COVID-19 and the requirements of social distancing. Teachers were in the unique position of teaching virtually permanently for the duration of the 2019-2020 school year. COVID-19 created some unusual circumstances for education. Schools were rapidly changing the basic daily operations to accommodate the rapid changes about by the pandemic.In times of uncertainty, school leaders need to understand how their support can affect teacher efficacy. Teacher efficacy is related to positive student engagement and creates good feelings for job satisfaction. The transition of teachers from classrooms and school buildings, while asking them to teach remotely, raised several questions. The study will seek to find how teachers and leaders were impacted by COVID-19, to help drive conversations for district leaders to consider when making future reforms. This study had a qualitative methodology with a phenomenological research design.The phenomenon under examination for this study, is the personal classroom experiences of educators during the COVID-19 pandemic. The study was approached using the hermeneutic-constructivist perspective theory. The findings indicated each participant had a different experience, but they all expressed feelings of uncertainty, anxiety, concern for student mental health, and concerns for the future of education. They had to find measures of grace for themselves and their students.
