Date
3-10-2026
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Kristy Motte
Keywords
K-12, education, teachers, online learning, traditional learning, constructivism
Disciplines
Education
Recommended Citation
Smith, Kaprice L., "A Qualitative Case Study of Teachers’ Responses and Adaptation to How They Transitioned from Traditional Classrooms to Partial or Full Virtual Learning Environments Post COVID-19" (2026). Doctoral Dissertations and Projects. 8011.
https://digitalcommons.liberty.edu/doctoral/8011
Abstract
The purpose of this qualitative case study was to understand the responses and adaptation process for public school teachers in a southern state that transitioned from traditional classrooms to full or partial online learning environments post-COVID-19. The theory that guided this study was the Theory of Adaptation of Educators Teaching Technology-Based Courses, which theorizes that educators experience phases of transformation visioning, learning, rationalizing and doing, and modernizing that foster resilience and adaptability within evolving educational landscapes (Pinatil & Ramos, 2023). Guided by the social constructivist paradigm, the study examined how teachers adjusted instructional strategies, demonstrated emotional resilience, and integrated technology during this transition. Data was collected from 13 teacher participants at three Title I schools in a southern state using semi-structured interviews, a questionnaire, and a focus group, and were analyzed through narrative and thematic content analysis. Findings revealed that the shift to virtual learning presented both challenges and opportunities. Teachers reported significant changes in instructional practices, an increased need for emotional and professional support, and the importance of clear policy guidance. Key themes were adapting to online learning environments, student engagement and participation, workload and instructional adjustments, collaboration and peer support, and outliers' emotional resilience and work-life balance. These results extend existing research on teacher adaptation and provide practical implications for professional development and instructional planning during future school disruptions.
