To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on K-12 teachers in both private and public educational sectors around the world. This book seeks to explore the impact of this global pandemic on the educational stakeholders as well, including K-12 teachers and administrators.
To date, there are no conceptual models which depict the impact of this event on the learner from an educational psychological perspective. Finally, this book seeks to investigate how K-12 teachers and administrators can best meet the needs of their learners in a challenging set of circumstances such as a global pandemic, while maintaining educational excellence to ensure that all learners continue to learn and achieve to the best of their abilities.
Chapter
1. Introduction: Instructional Survival in the Midst of the
Perfect StormThe Experiences of K12 Teachers During the COVID-19 Global
Pandemic; Jill D. Salisbury-Glennon, Chih-hsuan Wang, David M. Shannon,
Daniel W. Wong, Lucy Wong, and Hernandez Yan Dai
Chapter
2. Instructional Survival: A Qualitative Case Study of Elementary
Teachers Experiences Teaching Remotely and Concurrently During COVID-19;
Karen Ladendorf
Chapter
3. Educators Job Burnout and Intentions to Leave During the COVID-19
Pandemic; Andrew M. Camp, Gema Zamarro, and Josh McGee
Chapter
4. A Perfect Storm: COVID-19 as a Demotivating Factor Contributing to
Teacher Stress, Burnout, and Mental Health; Denisha Jones, Brianne Kramer,
and Clint Broadbent
Chapter
5. Elementary Teacher Morale and Mental Health Following the COVID-19
Pandemic; David T. Marshall, Tim Pressley, Natalie N. Schoettler, Deja L.
Trammell, and Natalie E. Smith
Chapter
6. Social Support and COVID-19: How U.S. K12 Teachers Were Impacted
by Gratitude and Mentoring During the COVID-19 Pandemic; Kristen C. Mosley,
Christopher J. McCarthy, and Aradhita Gupta
Chapter
7. Teacher Self-Efficacy During COVID-19: A Qualitative Study on
Experienced High School Teachers; Sarah M. Conley
Chapter
8. Impact of COVID-19 on Students With Special Needs and Parent
Involvement; Jo Nell Jody Wood and Amanda Wood
Chapter
9. Researching the Entangled: Post-COVID-19 Cognitive, Psychological
and Motivational States; Pnar Ayyildiz and Adem Yilmaz
Chapter
10. K12 Teacher Support During the COVID-19 Pandemic; Velma D.
Menchaca and Alejandro Garcia
Chapter
11. Attachment, Attention, and Achievement During the COVID-19
Pandemic: A Conceptual Literature Review; Romona F. Banks, Mahaliah Bowman
Campbell, Dana M. Dillard, and Joseph A. Torres
Chapter
12. The Impact of the Coronavirus COVID-19 Global Pandemic on K12
Students, Teachers, and Schools in the U.S; Daniel W. Wong and Lucy Wong
Hernandez
Jill D. Salisbury-Glennon, Ph.D. is a Professor of Educational Psychology at Auburn University, USA.
Chih-hsuan Wang, Ph.D. is a Professor in Educational Psychology at Auburn University, USA.
David M. Shannon, Ph.D. is a Humana-Germany Sherman Distinguished Professor in Educational Research. He has served as the lead researcher or evaluator, or investigator for over 30 funded projects while at Auburn University, USA.
