Perceptions of Self-Efficacy & Support Among Secondary Early-Career Teachers and their Principals During the COVID-19 Pandemic
Author ORCID Identifier
In response to challenges faced by middle and high school educators during the COVID-19 pandemic, a study was conducted in the Spring of 2021 involving 33 early-career mathematics teachers and eight supervising school principals in the State of California. These participants completed detailed surveys which provided demographic information, as well as perceptions of support, efficacy and job satisfaction. Findings show a variety of associations among teacher perceptions of support and their efficacy and job satisfaction in the face of challenging circumstances. As it related to principal support and recognition, principal participants expressed confidence in their ability to support teachers as a result of the pandemic, including understanding best practices for evaluating teachers for online teaching. Additionally, while agreeing that teachers at their schools needed more professional development in instructional practice, participating school principals felt they supported their teachers as they adapted instruction due to the COVID-19 pandemic. This study aspires to inform practitioners and policymakers alike in their understanding of teachers and their principals as they responded to significant challenges as a result of the COVID-19 pandemic.
Martinez, James A.; Gomez Johnson, Kelly; Anderson, Frances E.; and Uy, Frederick L.
"Perceptions of Self-Efficacy & Support Among Secondary Early-Career Teachers and their Principals During the COVID-19 Pandemic,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 6:
1, Article 3.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol6/iss1/3
Educational Leadership Commons, Educational Sociology Commons, Elementary and Middle and Secondary Education Administration Commons, Place and Environment Commons