The abrupt onset of emergency remote education (ERE) during the COVID-19 pandemic exposed significant gaps in the conditions necessary for teachers to sustain instruction. This systematic review explores how ERE impacted teacher environmental quality, including access to technology, institutional and collegial support, professional development (PD), and teacher well-being and efficacy. Teacher environmental quality, in this context, refers to the teacher-centered conditions that influence educators’ ability to teach effectively during ERE. The study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. It systematically analyzed scholarly literature, applied clear inclusion criteria, and evaluated study quality using a standardized protocol. Findings highlight recurring barriers, such as limited internet access and device availability, particularly in low-income and rural areas. PD and supportive administrative conditions were linked to increased teacher confidence and resilience, which enhanced the implementation of ERE. However, teacher well-being emerged as a critical concern, with stress and burnout intensified by inadequate support and heavy workloads. These findings underscore the urgency of addressing digital equity, strengthening teacher support systems, and embedding well-being initiatives into PD frameworks. Keywords: emergency remote education, teacher well-being, professional development, teacher support, teacher efficacy
","abstract_html":"<p>The abrupt onset of emergency remote education (ERE) during the COVID-19 pandemic exposed significant gaps in the conditions necessary for teachers to sustain instruction. This systematic review explores how ERE impacted teacher environmental quality, including access to technology, institutional and collegial support, professional development (PD), and teacher well-being and efficacy. Teacher environmental quality, in this context, refers to the teacher-centered conditions that influence educators’ ability to teach effectively during ERE. The study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. It systematically analyzed scholarly literature, applied clear inclusion criteria, and evaluated study quality using a standardized protocol. Findings highlight recurring barriers, such as limited internet access and device availability, particularly in low-income and rural areas. PD and supportive administrative conditions were linked to increased teacher confidence and resilience, which enhanced the implementation of ERE. However, teacher well-being emerged as a critical concern, with stress and burnout intensified by inadequate support and heavy workloads. These findings underscore the urgency of addressing digital equity, strengthening teacher support systems, and embedding well-being initiatives into PD frameworks. Keywords: emergency remote education, teacher well-being, professional development, teacher support, teacher efficacy</p>","abstract_has_math":false,"creators":["Porter, Jenne' M."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Thesis","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["David Anderson, PhD","Sheila Williams-White, PhD","Jerri Howland, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:53Z","subjects":["emergency remote education","teacher well-being","professional development","teacher support","teacher efficacy","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1333","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David Anderson, PhD","Sheila Williams-White, PhD","Jerri Howland, PhD"]},{"key":"dc:creator","label":"Author","values":["Porter, Jenne' M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["emergency remote education","teacher well-being","professional development","teacher support","teacher efficacy","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1333"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The abrupt onset of emergency remote education (ERE) during the COVID-19 pandemic exposed significant gaps in the conditions necessary for teachers to sustain instruction. This systematic review explores how ERE impacted teacher environmental quality, including access to technology, institutional and collegial support, professional development (PD), and teacher well-being and efficacy. Teacher environmental quality, in this context, refers to the teacher-centered conditions that influence educators’ ability to teach effectively during ERE. The study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. It systematically analyzed scholarly literature, applied clear inclusion criteria, and evaluated study quality using a standardized protocol. Findings highlight recurring barriers, such as limited internet access and device availability, particularly in low-income and rural areas. PD and supportive administrative conditions were linked to increased teacher confidence and resilience, which enhanced the implementation of ERE. However, teacher well-being emerged as a critical concern, with stress and burnout intensified by inadequate support and heavy workloads. These findings underscore the urgency of addressing digital equity, strengthening teacher support systems, and embedding well-being initiatives into PD frameworks. Keywords: emergency remote education, teacher well-being, professional development, teacher support, teacher efficacy
"]},{"key":"dc:title","label":"Title","values":["The impact of emergency remote education on teacher environment quality—A systematic review"]}]}],"canonical_facts":{"dc:contributor":["David Anderson, PhD","Sheila Williams-White, PhD","Jerri Howland, PhD"],"dc:creator":["Porter, Jenne' M."],"dc:date.available":["2026-06-22T07:00:00Z"],"dc:description.abstract":["The abrupt onset of emergency remote education (ERE) during the COVID-19 pandemic exposed significant gaps in the conditions necessary for teachers to sustain instruction. This systematic review explores how ERE impacted teacher environmental quality, including access to technology, institutional and collegial support, professional development (PD), and teacher well-being and efficacy. Teacher environmental quality, in this context, refers to the teacher-centered conditions that influence educators’ ability to teach effectively during ERE. The study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. It systematically analyzed scholarly literature, applied clear inclusion criteria, and evaluated study quality using a standardized protocol. Findings highlight recurring barriers, such as limited internet access and device availability, particularly in low-income and rural areas. PD and supportive administrative conditions were linked to increased teacher confidence and resilience, which enhanced the implementation of ERE. However, teacher well-being emerged as a critical concern, with stress and burnout intensified by inadequate support and heavy workloads. These findings underscore the urgency of addressing digital equity, strengthening teacher support systems, and embedding well-being initiatives into PD frameworks. Keywords: emergency remote education, teacher well-being, professional development, teacher support, teacher efficacy
"],"dc:identifier":["https://commons.emich.edu/theses/1333"],"dc:subject":["emergency remote education","teacher well-being","professional development","teacher support","teacher efficacy","Educational Leadership"],"dc:title":["The impact of emergency remote education on teacher environment quality—A systematic review"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:53Z"}