{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/115595"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/115595","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"High School Teachers' Perceptions of Teaching Online During the COVID-19 Pandemic in a Rural County in North Carolina","abstract":"The purpose of this study was to document the perceptions of high school teachers regarding their experiences, challenges, and needed skills related to instruction in an online learning environment during the 2021-2022 school year in one North Carolina school district. This study explored teachers' perceptions of their experience with online teaching. Because COVID-19 pandemic caused schools to close for the 2021-2022 school year, schools suddenly shifted from face to face to online learning. A qualitative research design was used to collect and analyze data. Nine teachers at four high schools who taught math, English and science during the 2021-2022 school year completed 1:1 virtual interviews. The interview protocol was consisted of nine interview questions and was used to collect qualitative data. A data analysis was conducted to analyze teachers' interview responses regarding teaching online during the pandemic. The data showed 100% of the participants had concerns about lack of participation and engagement of student when online. In addition, 100% of participants stated they felt teaching online was more stressful than teaching face to face. Findings suggested that teachers are concerned with the lack of student participation and engagement, increased stress of teaching online, and that in the future more professional development in the use of technology is needed for teachers. By examining high school teacher perceptions regarding their experiences teaching online, data can provide educational leaders with findings and implications which, can help improve online learning in the future.","abstract_html":"The purpose of this study was to document the perceptions of high school teachers regarding their experiences, challenges, and needed skills related to instruction in an online learning environment during the 2021-2022 school year in one North Carolina school district. This study explored teachers' perceptions of their experience with online teaching. Because COVID-19 pandemic caused schools to close for the 2021-2022 school year, schools suddenly shifted from face to face to online learning. A qualitative research design was used to collect and analyze data. Nine teachers at four high schools who taught math, English and science during the 2021-2022 school year completed 1:1 virtual interviews. The interview protocol was consisted of nine interview questions and was used to collect qualitative data. A data analysis was conducted to analyze teachers' interview responses regarding teaching online during the pandemic. The data showed 100% of the participants had concerns about lack of participation and engagement of student when online. In addition, 100% of participants stated they felt teaching online was more stressful than teaching face to face. Findings suggested that teachers are concerned with the lack of student participation and engagement, increased stress of teaching online, and that in the future more professional development in the use of technology is needed for teachers. 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