Journal of Educational Leadership in Action
Abstract
During the Coronavirus disease pandemic (COVID-19) remote learning presented many new challenges for K-12 teachers, and likely presented unique challenges for different content areas and grade levels. To investigate this problem, a survey-based quantitative study was conducted. A total of 831 teachers in a midwestern state completed a survey on the challenges of remote teaching. Results found (1) areas expected to present challenges that did not, (2) challenges that surfaced for teachers regardless of the grade level or content they taught, and (3) challenges that were experienced differently by teachers within educational levels and/or content areas. Continued exploration of how districts and other agencies can help teachers implement remote teaching will be helpful for the short term, and perhaps the long term, as benefits of remote teaching are documented.
Recommended Citation
Leech, Nancy L.; Gullett, Sophie; Howland Cummings, Miriam; and Haug, Carolyn
(2020)
"Challenges of Remote Teaching for K-12 Teachers During COVID-19,"
Journal of Educational Leadership in Action: Vol. 7:
Iss.
1, Article 1.
DOI: https://doi.org/10.62608/2164-1102.1000
Available at:
https://digitalcommons.lindenwood.edu/ela/vol7/iss1/1
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Comments
Nancy L. Leech, Ph.D., University of Colorado Denver, is a professor of Research and Evaluation Methods in the College of Education and Human Services. To date, she has published more than 90 articles in refereed journals, and is co-author of three books; SPSS for Basic Statistics: Use and Interpretation, SPSS for Intermediate Statistics: Use and Interpretation, and Research Methods in Applied Settings: An Integrated Approach to Design and Analysis, all published by Taylor and Francis.
Sophie Gullett, B.S., University of Colorado Denver, is a data analyst with the Denver Public School District. She is finishing a dual Master's in Research Methods and Statistics and Learning, Development, and Family Science at the University of Colorado Denver. Her writing has been published in the Journal of Undergraduate Research, Pearson’s Writing Today, and several literary magazines.
Miriam Howland Cummings, M.A., University of Colorado Denver, is a PhD candidate in the College of Education and Human Services. Her current research involves applying a variety of quantitative, qualitative, and mixed methods to research questions of interest to K-12 education and higher education.
Carolyn Haug, Ph.D., Colorado Department of Education, is the Director of Research & Impact in the Educator Talent Division. She leads the development and implementation of the department’s educator preparation and educator talent research activities and builds collaborative partnerships across offices within the department and with external research agencies. Prior to this, she was Associate Research Professor and Executive Director of Accreditation and Program Effectiveness in the School of Education and Human Development at the University of Colorado Denver where she led research and evaluation associated with the impact of program graduates on P-12 student learning.