ABSTRACT
The COVID-19 pandemic has caused many uncertainties in education. Administrators making sure that teachers receive the proper supports is extremely important. The research problem examines the sudden transition to online learning and the difficulties for students, plus the challenges that teachers were facing that were not addressed. Teachers struggled with strategies to help K-12 students excel in remote learning. The purpose of this qualitative single case study is to explore strategies to support K-12 teachers during the COVID 19 pandemic, and to help K-12 school students in an urban school district in southeastern Michigan excel in remote learning. This single case study was framed by the Job Demands-Resources Model (JDRM), a transactional conceptual framework originally developed by Bakker and Demerouti (2007) to investigate teacher stress. A qualitative single case study approach allowed an exploration of K-12 urban teachers' perspectives of the supports they needed to teach online during the COVID-19 pandemic. In-depth interviews and a questionnaire were used to investigate Urban teachers' views about the supports necessary to teach online during the pandemic. The target population is K-12 teachers (N = 1,905) teaching online during the COVID-19 pandemic in an urban city in southeastern Michigan. Purposive sampling was used to recruit a homogenous sample of 12-15 teachers who were teaching online due to COVID-19. The two research questions guiding this study are: What strategies are needed to support educators teaching online in urban high schools? What can teachers do to help urban high school students excel during remote learning as a result of Covid-19? This study's findings could help federal, state, and local educational stakeholders prepare to teach students in an online classroom within the context of an emergency like the pandemic. Teachers suggested they needed administrative, technological, media, pedagogical, online platform, software, wi-fi, and other types of support to teach online. Future researchers could conduct a longitudinal mixed-methods study investigating the specific supports, strategies, and resources that are the most effective to support teachers, students, and parents during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic has caused many uncertainties in education. Administrators making sure that teachers receive the proper supports is extremely important. The research problem examines the sudden transition to online learning and the difficulties for students, plus the challenges that teachers were facing that were not addressed. Teachers struggled with strategies to help K-12 students excel in remote learning. The purpose of this qualitative single case study is to explore strategies to support K-12 teachers during the COVID 19 pandemic, and to help K-12 school students in an urban school district in southeastern Michigan excel in remote learning. This single case study was framed by the Job Demands-Resources Model (JDRM), a transactional conceptual framework originally developed by Bakker and Demerouti (2007) to investigate teacher stress. A qualitative single case study approach allowed an exploration of K-12 urban teachers' perspectives of the supports they needed to teach online during the COVID-19 pandemic. In-depth interviews and a questionnaire were used to investigate Urban teachers' views about the supports necessary to teach online during the pandemic. The target population is K-12 teachers (N = 1,905) teaching online during the COVID-19 pandemic in an urban city in southeastern Michigan. Purposive sampling was used to recruit a homogenous sample of 12-15 teachers who were teaching online due to COVID-19. The two research questions guiding this study are: What strategies are needed to support educators teaching online in urban high schools? What can teachers do to help urban high school students excel during remote learning as a result of Covid-19? This study's findings could help federal, state, and local educational stakeholders prepare to teach students in an online classroom within the context of an emergency like the pandemic. Teachers suggested they needed administrative, technological, media, pedagogical, online platform, software, wi-fi, and other types of support to teach online. Future researchers could conduct a longitudinal mixed-methods study investigating the specific supports, strategies, and resources that are the most effective to support teachers, students, and parents during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)