Teacher Sense of Efficacy and Capturing the Initial Transition to Remote Instruction

Schools abruptly ended face-to-face instruction in March 2020 and transitioned to emergency remote teaching due to the COVID-19 pandemic. We surveyed teachers across the United States between March and April 2020 to understand their experiences during this time in our history (n = 249). Linear regression analysis was used to examine relationships that existed between teacher-level, school-level, and learning modality-related variables and teacher self-efficacy. Teachers in Title 1 schools reported lower levels of efficacy. Elementary teachers, as well as those that initially relied on instructional packets during the transition to remote instruction reported significantly lower levels of efficacy for classroom management.

Why teachers are leaving and what we can do about it

Teaching has always been a demanding profession, and the demands have only escalated during the COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, & David M. Shannon review research from before and during the pandemic to learn what makes teachers likely to leave the profession and share results from their May 2022 survey of 830 teachers. Around three-fourths of teachers surveyed had considered leaving their positions during the 2022-23 school year, with more than half considering positions outside education. Teachers describe the increased workload, ongoing stress, and lack of support from administrators and parents as factors that led them to consider leaving.