Date of Award

7-2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Kevin Winslow

Second Advisor

Kathryn Arnone

Third Advisor

Sherrie Wisdom

Abstract

This paper discusses the challenges and opportunities of educational technologists (ETs) during emergency remote teaching (ERT) in a non-pharmaceutical intervention (NPI), due to the COVID-19 pandemic. The study was guided by Albert Bandura’s social cognitive theory and self-efficacy framework. The study highlights the positive and negative reflections of self-efficacy for ETs during the transitions to different strategies in classroom teaching. It acknowledges the positive and negative effects on ETs from self-regulation, observational learning, and reciprocal determinism. The study design used was qualitative, aiming to identify the perceived self-efficacy of ETs during ERT in an NPI. Eight ETs from rural school districts were interviewed. The results revealed that ETs experienced both negative and positive mastery experiences, vicarious experiences, social persuasions, and emotional arousals during ERT. ETs demonstrated resilience and a sense of community in overcoming challenges related to technology access, professional development, and communication. The findings emphasize the importance of professional development, self-efficacy, and Bandura’s conceptual framework around self-efficacy that produces positive experiences and opportunities. The results of the interviews provide a guide for studies and preparations for procedures for teachers, staff, and ETs for future ERTs, such as the experiences during the COVID-19 pandemic.

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