Perceptions of Idaho CTE Teachers of Teaching during a Pandemic

Autor/in	DuPuis, Bonny B.
Titel	Perceptions of Idaho CTE Teachers of Teaching during a Pandemic
Quelle	(2023), (96 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Idaho
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9910-9
Schlagwörter	Hochschulschrift; Dissertation; Vocational Education; Vocational Education Teachers; Teacher Attitudes; COVID-19; Pandemics; Well Being; Secondary School Teachers; College Faculty; Student Motivation; Academic Achievement; Administrator Role; Idaho + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbildung; Berufsbildung; Ausbilder; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Fakultät; Schulische Motivation; Schulleistung
Abstract	This case study examined the perceptions of Career and Technical Education (CTE) teachers regarding the COVID-19 pandemic. The research questions centered around teachers' perceptions and teachers' well-being while teaching during the global pandemic during the 2020-2021 school year. Seven CTE teachers (three post-secondary and four secondary) throughout Idaho were identified through a sample of convenience. Each participant was interviewed via Zoom. The interview data were then thematically coded and emergent themes were identified. The findings of this study contribute to an ever-growing wealth of information regarding the state of education during the pandemic. The major findings of this study showed that post-secondary teachers had an easier time with the switch to online learning when compared to the secondary teachers. The findings also showed that student motivation and academic achievement was higher for post-secondary than for secondary environments. Post-secondary teachers reported feeling more supported by administration than the secondary educators. The future implications of this study would be to interview more CTE teachers to get an even broader sense of their experiences during the pandemic. A deeper investigation into what specific policies, programs, or learning platforms made post-secondary educators feel more supported and then implementing those at the secondary level would be warranted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01