Date

8-29-2025

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Rebecca Bowman

Keywords

self-efficacy, stress, well-being, teachers, COVID-19 pandemic, burnout, remote teaching, virtual teaching

Disciplines

Education | Educational Leadership

Abstract

The purpose of this hermeneutic phenomenological study was to understand the experiences of teachers who taught remotely during the COVID-19 pandemic and to examine their perceived self-efficacy in an urban school district in Western Tennessee. Bandura’s teacher self-efficacy theory guided the study as it explains how teachers’ self-efficacy plays a crucial role in academic outcomes such as student achievement, motivation, and teacher well-being in the work environment. The research question that guided the study was: How have remote teaching experiences of urban elementary teachers affected teacher self-efficacy during the COVID-19 pandemic? Participants included 10 teachers from a public school district in Western Tennessee who taught for one year prior to the COVID-19 pandemic and one year remotely during the pandemic. Data were collected through semi-structured interviews, focus groups, and journal prompts. Data were analyzed using phenomenological methods of horizontalization, triangulation, and interpretive reflection (Moustakas, 1994). A coding framework was utilized to identify common themes and patterns. The findings revealed three major themes: navigating the unknown, managing emotional and instructional distance, and adaptation and growth in self-efficacy. Despite initial challenges with technology, preparation, and emotional strain, many participants demonstrated resilience through peer support, flexible strategies, and commitment to student connection. The study shows that teacher self-efficacy is dynamic and can grow through support and adaptive practice. These insights inform future training, support systems, and policy for crisis teaching.

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