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Teaching During the COVID-19 Pandemic
Sun, April 24, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 14Session Type: Symposium
Abstract
The purpose of this symposium is to provide a glimpse at the impact of COVID-19 and teachers. The first paper explored the role of administrators, teacher efficacy, and anxiety on stress through an SEM. The second paper used qualitative data to learn about teacher experiences during COVID-19, specifically, the role of administrators, and student relationships. The third paper explored differences between teachers who planned to return to the same school and those who did not based on their experiences teaching during 2020-2021. The fourth paper used qualitative data to gain teacher perspective on teacher needs during COVID-19. The final paper focused on special education teachers and explored factors associated with decisions to remain in the profession during the pandemic.
Sub Unit
Chair
Papers
Returning to Teaching During COVID-19: The Role of Administrators, Self-Efficacy, and Anxiety in Burnout - Tim Pressley, Christopher Newport University; Cheyeon Ha, Yale University
The Experiences of Teachers During the COVID-19 Pandemic - Emily E. Coady, University of Arkansas at Fayetteville
Factors Related to Teacher Resilience - David T. Marshall, Auburn University; David M. Shannon, Auburn University; Savanna M. Love, Randolph-Macon College; Natalie M. Neugebauer, Auburn University
Teacher Experiences During COVID-19 - Savanna M. Love, Randolph-Macon College; David T. Marshall, Auburn University
A National Study of Factors Influencing Special Education Teachers of Color Intentions to Stay or Leave the Profession - LaRon A. Scott, University of Virginia; Nicholas Steven Bell, University of Delaware; Christine S. Powell, Virginia Commonwealth University; Meagan Dayton, Virginia Commonwealth University