Date of Award

Spring 4-22-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

George Sziraki

Second Advisor

Laurie Goodman

Third Advisor

Bradley Tooker

Abstract

Purpose: The purpose of this qualitative phenomenological methodology investigation was to examine and describe rural mathematics teachers’ lived experiences on the effects of the COVID-19 global pandemic on freshman students returning to school after being online for 2 years through the lens of Bandura’s theory of self-efficacy and serves as part of a thematic dissertation with each researcher focusing on different educators in the K-12 school system.

Methodology: Through qualitative methodology utilizing one-on-one interviews of nine rural high school freshman mathematics teachers with 5 or more years of experience before, during, and after the COVID-19 global pandemic, data was analyzed using the theoretical framework of Bandura’s theory of self-efficacy utilizing the variables: academic achievement, behavior, mindset, and social connections.

Findings: Data analysis from interviews with 9 rural high school freshman mathematics teachers from different school districts in San Bernardino County, California resulted in findings that align with Bandura’s (1977) theory of self-efficacy. The teachers showcased that their students’ self-efficacy and development were influenced by the environment impacted by the COVID-19 pandemic. All participants reported their student’s performance was impacted due to COVID-19 and more support was needed to assist their students.

Conclusions: These findings have significant implications for school districts and administrators to support and grow rural freshman student self-efficacy beliefs based upon data from rural high school mathematics teachers. The results are intended to inform district and school site leaders how self-efficacy beliefs are impacted by Bandura’s four sources of psychological information, and how to utilize this knowledge at the leadership level to provide better support for their students to develop resiliency and well-being throughout their high school career.

Recommendations: It is recommended that further qualitative research be conducted to continue to expand the understanding of rural high school student’s self-efficacy and the impact self-efficacy has on students. Further research should be conducted on African American/Black teachers in rural areas. In addition, further research should be done with quantitative data comparing rural vs urban districts post pandemic. Lastly, further research should be done utilizing a qualitative research design in urban areas and how the COVID-19 global pandemic impacted their student population.

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