Running Head: EFFECTS REMOTE TEACHING ON TECH USE

Running Head: EFFECTS REMOTE TEACHING ON TECH USE & EMOTIONS NEEDS

Effects of COVID-19 Remote Teaching on Technology Use and Emotional Needs of Teachers

Widad Kinard & Frances Dendy Mahaffey

University of North Texas


Abstract

The COVID-19 pandemic forced schools to transition from face-to-face instruction to remote

learning within a matter of days. Teachers were forced to use unfamiliar learning technology

tools and set up their classrooms from home. Although research has well-established the

importance of teacher support and training regarding the use of technology in education, there

has not been the same amount of research dealing specifically with teacher support and training

during such an unprecedented event. This study investigates K-12 teachers’ perceptions of how

the pandemic affected their use of learning technologies and their mental health. Results indicate

a vast majority of teachers experienced symptoms of stress and had various experiences with

learning technology tools, support, and preparation to conduct remote learning during the

pandemic. Implications for the future include the importance of support and training for teachers,

as well as addressing the social-emotional needs of both students and staff during crisis

situations. Suggestions for future studies are also discussed.

Keywords: COVID-19, learning technology, emergency remote learning, teacher

emotional needs, online instruction


The COVID-19 pandemic in the spring of 2020 brought daily news of increasing

numbers of the ill and dying, and conflicting information about the contagiousness of the disease

and the effectiveness of personal protective equipment (PPE). Throughout the world, physicians

worked to stem the spread of the disease, citizens stayed home to help slow the spread, and

schools around the world closed. In order to save the school year for teaching and learning,

schools began implementing emergency remote learning as an attempt to continue instruction

while students were at home. This event changed the face of education and exposed both the

strengths and weaknesses of our education system’s ability to meet the instructional and social-

emotional needs of students and staff.

Literature Review

General Impact of Pandemic on Education and Education Technology

Even before the pandemic, a study by the Pew Research Center (Auxier & Anderson,

2020) found that 58% of 8th graders in the U.S. used the internet for homework either every day

or almost every day, but that 17% of teenagers reported that they were either often or sometimes

unable to complete homework due to lack of computer or internet connection. However, with the

closure of schools and the need for emergency remote teaching, technology became more

important than ever, and this homework gap may have been part of the reason 76% of lower

income families surveyed during the pandemic expressed that they were concerned or very

concerned about their children falling behind in school during the COVID-19 school closures

(Horowitz, 2020).

As schools closed due to the coronavirus, U.S. students faced a digital homework gap

(Auxier & Anderson, 2020; Horowitz, 2020). Schools and districts rushed to provide technology

tools for students (Lieberman, 2020). Education technology was on the rise before the pandemic,

and with 1.2 billion students in 186 countries affected by school closures, education technology


surged – including 200% rise in student accounts on the Think and Learn app and a market

projected to reach $350 billion by 2025 (Li & Lalani, 2020).

The rush to provide online options for education during the emergency school closures,

however, often resulted in hurried attempts to convert existing lessons into online versions, often

using synchronous video lectures (Lowenthal, Borup, West, & Archambault, 2020). This

haphazard transition of traditional lessons to online format, however, did not create “online

education” so much as “emergency remote teaching” (Hodges, Moore, Lockee, Trust, & Bond,

2020). Where true online education involves months of systematic instructional design and

integration of pedagogical decisions based on electronic communications and interaction,

emergency remote teaching consisted of focusing solely on essentials as a temporary shift of

instructional delivery. For those who are trained in online education, it is important to

acknowledge that the events and situations of the emergency school closures are NOT

synonymous with effective online instruction.

Technology Tools for Emergency Remote Learning

Empirical research shows the importance of strong home-school connection through

positive and consistent communication, yet few studies include the input of parents (Hutchison,

Paatsch, & Cloonan, 2020). One study which sought to explore parent-teacher partnership in the

digital age found that key barriers included unclear expectations regarding the purposes for

home-school communication and the place of technology in the process (Hutchison, Paatsch, &

Cloonan, 2020). During the emergency school closure, this issue became even more important,

with the consistent use of communication tools paramount – especially the use of tools familiar

to both teachers and parents (Mahaffey & Kinard, 2020).

Many university instructors, when faced with the immediate need to convert to remote

learning, elected to create a straight transition from face to face instruction to synchronous


videoconferencing, using tools such as Zoom. However, the overuse of such instructional

methods can have negative results such as over-reliance on lecture, distracted students, security

breaches (i.e., “Zoom-bombing”), and can leave participants feeling frustrated and drained

(Lowenthal, et al., 2020). Beyond the use of synchronous videoconferencing tools, such as Zoom

and Google Meet, asynchronous video tools such as EdConnect and FlipGrid can allow for easy

posting, inclusion of introverted students into class conversation, and increased flexibility

(Lowenthal, et al., 2020). For one undergraduate university class, weekly FlipGrid assignments

to post and respond to academic content resulted in the strengthening of both academic skills and

interpersonal relationships (Perez, 2020).

With the conversion to online learning, the adoption of Learning Management Systems

(LMS) was massively increased throughout education organizations, with Canvas, Brightspace,

Blackboard, Moodle, and Schoology reporting increases from between 60% - 2500% (Hill,

2020). One effective method to provide training and support instructors’ use of these tools was to

create a sandbox, or practice LMS, set up for teachers and pre-service teachers to gain familiarity

and comfort with using the technology (Ervin-Kassab, 2020).

Technology Preparation for Emergency Remote Learning

The move to an emergency remote learning situation during the pandemic of 2020 was

unprecedented and, for many, did not allow for preparation and training. One study of 325 K-12

educators found that 68% of teachers had never had experience with remote learning (Trust &

Whalen, 2020). As one educator described the chaotic transition:

Teachers went online, sometimes with little advanced notice (less than 24 hours here in

NYC) and frequently with little support. In some cases, they frantically gathered

materials as schools were closing and personally gave it to their students. Teachers

agonized about how to deal with students who had no computer equipment. They spent


days and weeks constructing new materials in new formats for online instruction. They

formed support groups, shared materials, created innovative approaches. And they

continue to spend vast amounts of time answering questions, working with students

individually or in groups, and communicating with parents. (Ewing, 2020, para 8)

This eloquent description of the frantic move toward technology-based learning highlights the

way the COVID-19 outbreak and subsequent school closings called attention to the underlying

issue of teachers unprepared to teach with technology.

Lack of preparation for the technology use and teaching logistics of the emergency

remote learning situation may have a long-term negative effect. With such a negative first

experience with online learning, “some believe that the unplanned and rapid move to online

learning – with no training, insufficient bandwidth, and little preparation – will result in a poor

user experience that is unconducive to sustained growth” (Li & Lalani, 2020, para 9). However,

teachers are resilient. Even without the proper online teaching training and experience, teachers

during the pandemic were “both willing and able to cope as online practitioners”

(Gudmundsdottir & Hathaway, 2020, p. 243).

As educators transitioned from face to face learning to emergency remote learning, they

connected with one another through social media platforms like Facebook and Twitter (Baker,

Lastrapes, Eubanks, & Willis, 2020). They created online communities to learn and to provide

each other with instructional technology support (Canipe & Bayford, 2020; Ewing, 2020). The

use of social media enabled teachers to share their experiences, strategies, and best practices with

one another (Baker, et al., 2020). It also provided a space for them to vent their frustrations and

stresses, which according to Hodges, Moore, Lockee, Trust, and Bond (2020), are sentiments

that teachers may experience during emergency remote learning.


Even in the best of times, the use of technology in the classroom can cause teachers to

feel stressed (Al-Fudail & Mellar, 2008). According to Al-Fudail and Mellar (2008), teachers

need increased learning technology training and time to practice using the technology tools. The

findings from Francom’s study (2020) suggest that teachers need relevant, meaningful, on-

demand and on-going professional development. Knowing that teachers will face various

challenges when integrating learning technology tools into their lessons, they need time to plan,

prepare, and integrate learning technology tools into their lessons (Francom, 2020). According to

An and Reigeluth (2011), teachers have diverse learning technology needs. What works in one

classroom may not work in another; therefore, a “cookie cutter” approach to technology

integration may not be effective. These authors suggest that teachers need help and support with

understanding how to integrate and apply various learning technology tools into their subject

area.

Planning for emergency school closure requires schools to plan for the needs of their

students and their families For example, Mahaffey and Kinard (2020) suggest that districts

identify and document the academic, technology, and physical needs of the families and students

they serve. They suggest calling each family and having a conversation regarding their home

technology, the devices they use, and their internet connectivity. They also suggest asking

families to share any medical needs or concerns they may have. Having this information can help

schools make informed decisions on how to use their resources, identify the barriers that may

hinder students from learning, and provide families with specific resources and referrals that

align with their needs to help families overcome their hardships. Teachers can also combat

feelings of stress and frustration by being proactive and planning for future emergency school

closures.

Social-Emotional Needs in Emergency Remote Teaching


The COVID-19 pandemic transposed teachers’ priorities and the focus of teachers and

students was no longer learning (Hodges et al., 2020) but rather the social and emotional needs

of students. According to Gross (2020, June 09), some of these needs may be lack of basic

resources, personal coping skills, or internet access. Students’ safety and wellbeing took

precedence over learning, and teachers took on the role of social workers. Mahaffey and Kinard

(2020) proposed that teachers can meet their students’ lower levels of Maslow’s hierarchy of

needs by providing consistent communication with both their students and their families.

Furthermore, having a direct line of communication with families can help teachers connect with

their students and be more cognizant of their needs.

Effects of stress and mental health of teachers during emergency teaching

The teaching profession is often very demanding. “Mounting accountability pressures,

ever-tightening budgets, and the challenges of larger and increasingly diverse classes have made

public school teaching one of the most stressful professions in the United States today” (Bottiani,

Duran, Pas, & Bradshaw, 2019, p. 36). The role of a teacher does not stop at being a content

expert. Teachers must also know how to teach so that their students can learn. Teachers often

face health risks and stress due to the psychological and emotional demands of their profession

(Guglielmi & Tatrow, 1998). For the proficient teacher, “emotion-regulation is part of teachers’

self-efficacy" (Smetackovaa, 2017, p. 2478).

During the world-wide emergency of COVID-19, teacher needs often extended strategies

and coping methods beyond the norm to help alleviate stress during emergency remote teaching.

Current studies indicate the notion that providing teachers with just-in-time support can improve

teaching and lessen teacher anxiety (Song et al., 2020; Glazer, Hannafin, & Song, 2005). In

addition, Fiorilli (2015), suggests that it is imperative to enhance the quality of support for

teachers to minimize teachers’ risk of burnout. Finally, Ho (2016), noted that “having a good


sense of humor boosts self-esteem and fosters social support, which in turn contributes to combat

burnout” (p. 55).

The COVID-19 pandemic interrupted education systems around the world.

Understanding the instructional, technological, and social-emotional impact of emergency

remote learning is important to help teachers prepare for future school closures. However,

comprehensive research documenting this situation is not yet available. This study seeks to

capture information and data regarding teacher experiences during the school closures to

understand the current pandemic education situation and prepare for possible repeated

emergency school closures in the future.

Methodology

A mixed-methods approach was used in this study to collect both quantitative and

qualitative data. This method was deemed the most efficient way to address the research

questions, as it allowed for both the quantitative information regarding the types of instructional

methods and technology tools used by teachers, along with the qualitative information regarding

the perceived efficacy of said strategies and tools. The qualitative approach was especially

important to measure the levels of teacher stress. Applying both qualitative and quantitative

methods enabled the researchers to capture a more comprehensive picture of the situation.

This study explored how teachers delivered instruction using emergency remote teaching

and the effects it had on their emotional health, examining the stress and challenges teachers

faced with technology tools, training, and support needed to conduct online learning. Research

questions included:

• How prepared did teachers feel to conduct online learning during the COVID-19

pandemic?


• What technology tools were most beneficial to teachers during emergency remote

teaching?

• How were teachers being supported during the pandemic?

• How did remote teaching during the COVID-19 pandemic affect the stress and mental

health of teachers?

The study was approved and conducted following the University of North Texas

Institutional Review Board's ethical standards and the ethical standards laid down in the 1964

Declaration of Helsinki and its later amendments. All participants provided informed

consent/assent prior to their inclusion in the study by clicking a button selection to indicate their

consent.

Participants

Participants were recruited via Facebook, with a focus on posting the survey in Facebook

teacher groups. The groups targeted included The DFW Teachers’ Lounge, The Global Educator

Collective, The High School ELA Teacher Support Group, The Infused Classroom, The Middle

School Science Teachers, Teachers Helping Teachers, Teachers Using Google Suite for

Education, and Teaching Gifted Kids in the Regular Classroom. Care was taken to select a

variety of groups to create a diversity of geographic location, technology proficiency, and

teaching situations.

The survey was administered to 439 K-12 teachers from a cross-section of states and

districts. Forty-two states were represented, with the largest percentage from Texas (16%) and

California (11%). However, there was less diversity regarding gender and ethnicity, as 98% of

the respondents were female, and 91% were white/Caucasian. Most respondents (86%) were


between the ages of 30 – 59. No compensation was offered for participation in this study. Table

1 provides a general overview of the demographic information of the participants.

Table 1

Participants’ Demographic Information

Demographic Information Category N %

Gender

Female 431 98.3

Male 8 1.7

Age

20-29 35 8

30-39 101 23

40-49 159 36

50-59 117 27

60 and older 27 6

Ethnicity

American Indian / Alaskan Native 1 0.2

Asian / Pacific Islander 7 1.6

Black / African American 8 1.8

Hispanic / Latino 27 6.2

White / Caucasian 379 86.3

Mixed 17 3.9

Grade Level

Grades PreK 6 1.4

Grades K-2 54 12.3

Grades 3-5 90 20.5

Multiple Grades Elementary 37 8.4

Grades 6-8 85 19.4

Multiple Grades Secondary 17 3.9

Grades 9-12 133 30.3

Multiple Grades

Elementary/Secondary 17 3.9

Teaching Experience

0 years 3 .7

1-2 years 16 3.6

3-5 years 49 11.2

6-10 years 66 15

11-15 years 77 17.5

16-20 years 86 19.6

21-25 years 70 15.9

26-30 years 45 10.3


More than 30 years 27 6.2

School

Public school 381 86.8

Charter school 18 4.1

Private school 40 9.1

Title I

Yes 234 53.3

No 205 46.7

Materials

An online survey (see Appendix 1) was created using Google Forms to ask teachers about

their experiences during emergency remote teaching. The survey questions compared teachers’

experiences before and during quarantine teaching to ascertain the effects on the school closure

situation on their instructional decisions, technology usage, and stress and mental health. The

informed consent document served as the first page of the Google Form, where participants

clicked a button to document their understanding and agreement before starting the survey.

The survey was comprised of the following eight sections:

1. Informed consent

2. Demographic information

3. Instruction / Technology models

4. Instruction / Technology support

5. Campus support

6. Parent relationships and communication

7. Teacher emotional needs

8. Comments


The survey items were developed based on the findings of the literature review. After preparing

the survey questions, teachers carefully examined them, engaging through social media

platforms. The research literature on emergency remote teaching during a pandemic was limited

at the time of this study. However, there was extensive literature on the topics of effective

instructional strategies, teacher use of technology tools, and the effects of stress and emotional

health on teachers (Al-Fudail & Mellar, 2008).

Procedures

The authors posted a digital flyer from June through July 2020, with an embedded link to

the online survey on each Facebook page after receiving approval from the Facebook page's

administrator. Participants were then invited to take the 33-question survey. The survey

included: 12 demographic questions, 10 short answer questions, 7 Likert-scale questions, 2

select-all-that-apply questions, and 2 yes-or-no questions. Being cognizant of the time barriers

teachers face, the online survey was designed to take 15-20 minutes with the option to volunteer

for a possible follow-up video-recorded interview via Zoom at a later time.

Once the surveys were collected, the researchers “cleaned up” the data by removing some

inadvertent duplicate responses and incomplete surveys. Emails for the participants who

volunteered for the follow-up interview were then collected. They were chosen by the

researchers to create a heterogeneous group, including a range of ethnicities, years of experience,

and locations.

Four teachers from three different states participated in follow-up interviews, which are

summarized in Table 2. Permission was received from each participant before recording the

interview. Participants answered 7 questions (see Appendix 2) in the semi-structured interview

session. Each Zoom session lasted approximately 20 minutes and focused on issues related to


emergency remote teaching, stress encountered, and support needs during the pandemic. A

general overview of the demographic information of the participants is displayed in Table 2.

Table 2

Interviewee Information

Gender Age Grades Teaching Experience State

1 F 30-39 K-2 11-15 years California

2 F 40-49 6-8 16-20 years California

3 F 50-59 9-12 25-30 years Florida

4 F 50-59 9-12 More than 30 years Pennsylvania

The Google Form Survey response spreadsheet was used to calculate the numbers and

percentages for each multiple-choice response. Open-ended responses from the survey and the

interviews were coded. The codes were identified by tallying the number of responses, resulting

in the emergence of themes.

Results

This study surveyed 439 U.S. teachers from all fifty states to document their experiences

in delivering instruction using emergency remote teaching during the COVID-19 pandemic of

2020, and the effects it had on their emotional health. The research questions were:

1. How prepared did teachers feel to conduct online learning during the COVID-19

pandemic?

2. What technology tools were most beneficial to teachers during emergency remote

teaching?

3. How were teachers being supported during the pandemic?

Commented [MF1]: Note: We have not yet finished conducting interviews, so there would be more in the final version of this table.


4. How did remote teaching during the COVID-19 pandemic affect the stress and mental

health of teachers?

A mixed-methods approach was used to collect and analyze quantitative and qualitative

data regarding the types of instructional methods and technology tools used by teachers, along

with the perceived efficacy of said strategies and tools. The quantitative data were calculated to

show percentages of teachers responding to each answer choice for each survey question. The

qualitative approach was especially important to document specific examples of teachers’ lived

experiences and measure the effects of teacher stress. Teachers’ perceptions were gathered

through survey responses using Google Forms, with additional interviews conducted at a later

date. The results yielded some interesting findings.

Teacher Preparation

When asked how prepared teachers felt to conduct online learning during the COVID-19

pandemic, most teachers reported they were not prepared. Before the pandemic, 62% of teachers

surveyed had never used flipped instruction, 37% had never used online instruction, and 35%

had never used blended instruction. To compound the issue, 38% of schools did not offer any

technology training at the time of the school closure, leaving teachers to fend for themselves.

One teacher stated, “A group of teachers got together online and created virtual professional

development for peers. Nothing came from the district or administrators. We created a Google

Classroom and recorded videos for how to use various tools such as Google Meet, Google

Forms, CommonLit, and EdPuzzle.”

For the schools and districts that did provide teachers with technology training, the most-

referenced categories of training topics were Learning Management System (LMS) (62%), video

conferencing tools (41%), and video-creation tools (23%). Google Classroom, Seesaw, Canvas,


and Schoology were the most-cited LMS teachers reported using. To communicate with students,

the most popular video conferencing tool teachers learned to use was Zoom, followed by Google

Meet, with very few teachers reporting using Skype. Teachers also learned how to make and edit

videos using video-creation tools like Flipgrid and Screencastify. For some teachers, technology

training was helpful. For others, it was overwhelming. For example, one teacher commented,

“There were several things thrown out to us as available, but it was too overwhelming to look

into it all while also trying to set up plans and teach.”

For the most part, districts were reported to have provided devices and/or internet access

to teachers, with only 14% responding that nothing was provided to prepare them for emergency

remote learning. Three percent of teachers reported that their district provided them with district

paid hotspots and internet service, although 29% were provided with technology devices. It is

interesting to note that over half of the teachers surveyed (54%) reported that the district did not

provide new technology for emergency remote teaching, because the district had already

provided technology and nothing new was needed in order to transition to online instruction.

Technology Tools

To address the second research question, we asked participants to compare their usage of

different instructional technology tools before and during the pandemic. We then asked them to

provide a list of the technology tools they found most useful during emergency remote teaching.

In looking at various types of technology tools used in the classroom, more than half of the

teachers reported increased use of LMS, such as Google Classroom, Canvas, Schoology, and

Seesaw; video conference tools, such as Zoom and Google Meet; instructional videos, such as

YouTube and Flipgrid; and student video response tools, such as Seesaw, YouTube, and

Flipgrid. The use of video conferencing showed the most significant growth, with 87% of


teachers reporting increased use of this tool for remote teaching. Just over half of the teachers

reported increased use of instructional video and LMS. The use of collaborative documents and

web-based skill practice programs, such as iStation, Reading Eggs, and Prodigy, were generally

reported to be used equally before and during remote teaching. See Table 3.

Table 3

Comparison of Technology Tools Before and During Pandemic

Technology Tool Did Not

Use

Used

more

before

Used equally

before and during

Used

more

during

Video Conference 10% 1% 1% 87%

Instructional Video 7% 5% 33% 56%

Learning Management System 10% 3% 33% 55%

Student Video Response 31% 5% 16% 48%

Web-based Skill Practice Programs 34% 8% 35% 23%

Collaborative Documents,

Presentations, and Spreadsheets 21% 20% 36% 23%

When specifically asked which technology tools were most helpful during quarantine teaching,

391 respondents provided examples. The most-cited examples of helpful technology tools were

Google Apps (56%), LMS (40%) and Video Conferencing apps (35%). The next five most-

referenced tools were all related to the use of video in instruction: Screencastify (16%), Flipgrid

(15%), Seesaw (13%), YouTube (12%), and EdPuzzle (9%).

Figure 1. Display of Most-Cited Examples of Helpful Technology


% C

ited

Technology Tools

Figure 1. Of the 391 participants who provided examples of the most helpful technology tools for emergency remote teaching, the programs listed in the figure were the most commonly mentioned. Most participants gave more than one example, so percentages are not expected to add up to 100%. As shown, 56% of teachers who gave an example found Google Apps to be one of the most helpful tools.

Teacher Support

Given the unusual teaching circumstances teachers faced during the COVID-19

pandemic, this study attempted to ascertain the types of support most teachers received and the

efficacy of that support. When asked how teachers were being supported during the pandemic,

the survey revealed the top responses were technology devices and/or internet access (86%), and

training on the use of technology tools for remote teaching (65%).

Teachers were also asked to compare the support they received during pandemic teaching

from the campus and district specialists, the campus administrators, and the instructional and

information technology staff. Although many teachers reported utilizing new technologies during


the pandemic, very few received additional support. For example, 23% of teachers reported

receiving more support from instructional technology staff, and just about as many (22%)

reported receiving less support from them during this time.

Regarding support personnel, participants reported receiving equal support before and

during the pandemic from the technology and instructional technology staff (43%), the campus

administrators (54%), and the grade level and department teams (60%). Teachers reported a

sharp decline in support from campus and district instructional specialists, however. Fewer than

1% of teachers reported receiving more support from instructional specialists, including (but not

limited to) dyslexia, special education, gifted and talented, math, and reading interventionists. In

this case, 48% of teachers stated that they received more support before the pandemic, while

30% said they received an equal amount of support before and during emergency remote

teaching. One teacher claimed, “This was the most difficult for me because I did not know how

to accommodate for my special education student online.” See table 4.

Table 4

Comparison of Teacher Support Before and During Pandemic

Support Source

None

(before or

during)

Received

more before

Received

equally

before and

during

Received

more after

Technology / Instructional

Technology Staff 13% 22% 43% 23%

Grade Level / Department Team 7% 19% 60% 13%

Campus Administration 9% 29% 54% 8%

Campus / District Specialists

(Dyslexia, SPED, GT,

Math/Reading Interventionist)

19% 46% 31% 4%

Teacher Stress and Mental Health


To address the last research question, we asked teachers to compare their stress levels

regarding specific issues before and during the pandemic and school closures. Most participants

felt increased stress in almost all categories, although some categories had noticeably higher

rates. Higher levels of stress were reported in the areas of community/world well-being (90%),

the uncertainty of the future (84%), students' well-being (83%), free-floating anxiety (73%)

work-related stress (64%), family well-being (56%), and personal health (56%). One teacher

reported, “I did not feel very supported by campus administration. They had NO CLUE what we

were going through. We were instructed to give our students so much grace and understanding,

but that meant we were working around the clock. Expectations were not clear.”

Despite the unexpected move to online teaching, our findings show technology was the

least stressful factor, with only 40% of respondents stating that they had more stress due to

technology during the pandemic and 22% reporting no change in technology stress level.

However, considering Maslow’s Hierarchy of Needs, it may be that teachers, as well as students,

were focused on the lower levels during this time.

When asked to identify specific symptoms of stress or anxiety teachers experienced

during the time of emergency remote teaching, 96% described at least one characteristic of

stress, with just under 4% reporting no increase in distress. The symptoms most often reported

were feeling overwhelmed, unmotivated, or unfocused (83%), trouble sleeping or sleeping too

much (69%), depression or anxiety (62%), anger, irritability, or restlessness (60%), and racing

thoughts or constant worry (50%).

Discussion

The findings of this study represent K-12 teachers from 42 states and provide practical

insights into the experiences of teachers during the school closures of 2020 and how to support


K-12 teachers' remote teaching practices and mental health during a pandemic. Furthermore, they

have important implications for K-12 teacher preparation, use of technology tools, teacher

support, and teacher stress and mental health.

This study sought to identify how prepared teachers felt to conduct online learning when

schools closed during the COVID-19 pandemic in the spring of 2020, with a goal to identify

technology tools teachers felt were most beneficial during the emergency remote teaching. In

addition, the survey asked teachers to identify the ways they either felt supported or not, and the

effects of the situation on their personal stress and mental health.

Implications for Teacher Preparation

In March of 2020, schools closed with little warning, and many teachers and students left

for Spring Break without knowing that they would not be returning to class (Ewing, 2020).

These factors provide deep insight into teachers' perceptions and their lack of preparedness for

emergency remote teaching. Once districts and school administrators decided to close schools,

they had the power to make teachers feel more prepared. Yet many failed to do so, leaving

teachers to fend for themselves.

The transition to online learning meant that teachers needed to learn how to use web-

based tools quickly. One participant stated, “Teachers were forced to adjust with very little

resources, help or support. This increased the stress and potential risk of burn out in many of my

colleagues.” Initial analysis of the data found that 37% of teachers surveyed reported that they

had never used online instruction, and 65% of teachers surveyed reported that they received

some type of support from their district. However, 38% of those teachers reporting no prior

online teaching experience then received no professional development from their districts to

transition to online teaching, as only 62% of teachers without online teaching experience


received training through their school districts. It is important to note that district technology

trainers were as overwhelmed by the COVID-19 situation as teachers. These findings indicate

the need for differentiated professional development for technology training among teachers,

which supports the conclusions of An and Reigeluth (2011) regarding meeting the diverse

learning technology needs of teachers.

Implications for Technology Tools

Based on the selection of topics offered for training, the results revealed that, before

emergency remote teaching, district technology staff believed Learning Management System

(LMS), video conferencing tools, and video-creation tools would be the tools teachers would use

to conduct online learning. During the pandemic, teachers' use of LMS increased by 55%; the

use of video conferencing tools increased by 87%, and the use of instructional videos increased

by 56%. In line with the findings of Song et al., (2020) and Glazer, Hannafin, & Song (2005),

participants noted the value of quality training on these topics.

Implications for Teacher Support

The primary forms of support provided to teachers appear to be technology devices and

training on the use of technology tools for remote teaching. However, the assistance from

support personnel was much less prevalent and may have proved problematic for teachers

needing support with online instruction. The findings reveal that no significant change was

reported among teachers regarding the level of support they received before and during

emergency remote teaching from various faculty and staff members. The highest increase was in

the 23% of teachers reporting receiving additional support from instructional technology staff

during the pandemic, while 22% of teachers reported receiving less support from them during

this time. Although the use of technology increased heavily during emergency remote teaching,


there was not a corresponding increase of support from technology specialists. This aligns with

Al-Fudail and Mellar’s study (2008), which concluded that it is advisable to provide more

support from instructional technology specialists.

Although most teachers surveyed received the same amount of support before and during

the pandemic from campus administrators and their grade level and department teams, there was

a sharp decline in support from campus and district instructional specialists. Fewer than 1% of

teachers reported receiving more support from instructional specialists, including (but not limited

to) dyslexia, special education, gifted and talented, math, and reading interventionists. In this

case, 48% of teachers stated that they received more support before the pandemic, while 30%

said they received an equal amount of support before and during emergency remote teaching.

This result is highly problematic, as the students served by these specialists are most in need of

educational intervention, and their teachers are often most in need of support to meet student

needs. These findings indicate an area of weakness that may hinder at-risk populations if

appropriate training and support for teachers are not addressed.

Implications for Teacher Stress and Mental Health

This study revealed that teachers’ mental health was profoundly affected by the stress of

the COVID-19 pandemic. Over half of the teachers surveyed indicated heightened levels of

stress regarding their health and safety. Teachers incurred a myriad of symptoms resulting from

the pressures placed on them by their communities, districts, school administrators, colleagues,

parents, and students. Most teachers reported feeling overwhelmed, unmotivated, or unfocused,

and said they had trouble sleeping or sleeping too much. Many teachers reported that they battled

depression or anxiety while about half said they were constantly worried and had racing

thoughts. Of those participants surveyed, 14% reported an increase in their use of drugs, alcohol,


and/or cigarettes. The findings reveal that teachers were in distress during this time, which

affected not only teachers’ personal lives, but their effectiveness as educators.

The lack of support teachers received from their communities coupled with the

uncertainty of the pandemic ultimately affected how students were being served. One teacher

stated, "I just wish that parents, principals, and students realized that this was teachers' first time

to live through a pandemic too. We were not allowed to appear to be fazed by any of it. We were

not allowed to worry about our families' health nor our own children's education. It all just

seemed very 'business as usual,' though none of this business is usual." This study revealed that

teachers were profoundly affected by stress and/or mental health during the COVID-19

pandemic.

To compound the issue, teachers reported feeling stressed about their students' health and

safety. One teacher stated, "The stress of feeling like I'm not helping my students learn ate at me

constantly, knowing how little they were learning and how much of it was because I couldn't

adapt fast enough." Another teacher noted, "I saw a lot of teachers struggle during this time -

especially with their inability to reach all their students and provide the support that the students

needed. I also saw a lot of inequality in what teachers provided to students, which was really

frustrating as often those who needed the most got the least." Teachers comments focused on the

need for clear expectations regarding their duties, constant and open administrative

communication to address their questions, needs, and concerns, and easy access to support staff.

Structure and guidance for conducting online learning appears to be vital to teachers’ success and

well-being. This supports the findings of Fiorilli (2015), who described the importance of

enhancing the quality of support for teachers to minimize the risk of burnout.


When asked about the best strategies to bolster teachers' mental health, diversions such as

exercise, gardening and other outdoor activities, and spending time connecting with family and

friends were said to be effective. Teachers also reported that mindfulness activities such as yoga

and meditation were helpful. One teacher interviewed for the survey noted that, in her district,

teachers were provided with a list of opportunities for incorporating mindfulness into their daily

routines, describing "webinars and some different Zoom sessions that were offered locally on

social-emotional learning for students. There was a Zoom session I was in on mindfulness. And

it was like a meditative thing. Even those were provided for us." Findings indicate that, for future

school emergencies, it would be beneficial for districts to address the social and emotional needs

of both staff and students.

Limitations and Suggestions for Future Research

The participation is this study was limited to K-12 teachers in the US, hence the findings

cannot be generalized to represent the global perspectives of K-12 teachers. Participants were

recruited through Facebook. As a result, this study may have not sampled teachers who do not

use the social media platform. Another limitation of this study that needs to be noted is that

teachers have varying familiarity and training with using learning technology. Teachers receive

various levels of training which may affect their perception of remote learning. Finally, having

only gathered the perception of K-12 teachers, this study did not explore the perspectives of

students, parents, and K-12 administrators, which may influence future policies and practice.

Future research should examine the efficacy of training in-service and pre-service

teachers for remote learning. This study suggested that many teachers do not have the

appropriate training and skills needed to transition to remote learning. Applying this

recommendation can help teacher preparation programs and school districts provide educators


with quality training on designing and delivering remote instruction to meet the diverse needs of

their students.

Recommendations for future research include exploring the perspectives of various

groups within a school system, including campus administrators and campus and district

instructional specialists, regarding remote teaching during a pandemic. Following these

recommendations can gather multiple perspectives from a diverse group of faculty and staff. This

can help districts better understand the strengths and weaknesses of their school system. It will

also help them determine the technology devices needed and the appropriate training for

implementing various technology tools into their learning community. Finally, it will help

campus administrators identify best practices for teachers and develop an effective and inclusive

plan to meet students' academic needs during remote instruction.

Understanding how remote teaching effects students and parents will help educators plan,

design, and modify instruction to support students’ learning. We recommend conducting

ethnographic research to explore students' and parents' perceptions of remote learning during the

pandemic, especially in families that have students with special needs, accommodations, and

learning disabilities. Applying these recommendations can help educators identify and remove

barriers that hinder student learning and alleviate stress placed on families.

The COVID-19 pandemic and resulting school closures of 2020 were unprecedented

events in world history. Teachers found themselves on the edge of what was, to most of them,

uncharted territory of enforced online learning. Although there was little time to prepare in the

spring of 2020, educators can now reflect on the past in order to improve the future. Whether for

future pandemic scenarios, or for the implementation of online learning for its own sake, the


issues concerning the needs of teachers engaged in online instruction will be an important

concern for the future.


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Appendix A

Effects of Remote Teaching Survey for Teachers





















Appendix B

Questions for Zoom Interview

1. Demographic data confirmation 2. How prepared did you feel to conduct online learning during emergency remote

teaching? Why?

a. What type of support has helped you? b. What might have helped you?

3. How has the stress of emergency remote teaching affected you? a. What type of support has helped you?

b. What might have helped you?