Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three…

The purpose of this study was to explore how the new teaching approaches and requirements because of COVID-19 impacted elementary teachers' self-efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self-Efficacy Scale (TSES)…

Distance learning, online learning and hybrid learning models have been a part of language education for a long time. The adoption of these models and research focusing on related phenomena have become even more frequent since the breakout of the COVID-19 pandemic in 2019. This mixed-method study examines the relationship between online learning…

Meta-analyses suggest that student learning outcomes (SLOs) are comparable across modalities of instruction. None of these studies examined how unmet student expectations (here, unexpected changes in course delivery) might increase perceptions of student--instructor-university psychological contract breaches (PCBs) and, ultimately, perceived SLOs…