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ERIC Number: ED533922
Record Type: Non-Journal
Publication Date: 2011
Pages: 160
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1249-3330-6
A Study of Teaching in Isolation and the Effects on Self-Efficacy for First and Second Grade Teachers in the Online School Setting
Zagorski, Kathleen Honoria
ProQuest LLC, Ph.D. Dissertation, Capella University
Online learning in the elementary school grades is popular in the United States. A recent study by Allen and Seaman (2009) estimated that the number of U.S. students enrolled in at least one online or blended course was over 1 million. Minimal research has been done on how working in isolation, when a teacher is removed from the daily contact with other faculty, administration and the students, affects a teacher's sense of self-efficacy. This study explored the relationship between teaching online in isolation and teachers' feelings of self-efficacy. A quantitative non experimental correlational approach was taken to answer the study's four questions: (1) What was the level of isolation felt by first and second grade teachers teaching fulltime in an online setting? (2) What were those same teachers' levels of self-reported feelings of self-efficacy? (3) Was there a correlation between first and second grade teachers' reported levels of isolation while teaching in online setting and those same teachers' reported levels of isolation when they taught in the bricks and mortar setting? and (4) To what extent did first and second grade teachers' levels of self-efficacy from previous bricks and mortar experiences transfer to the online school setting? Data was collected via surveys on Yahoo and LinkedIn user groups to teachers who either currently work or have worked as a first and second grade online school teacher and had also worked in a bricks and mortar school. The sample size was 89 respondents and descriptive and correlational statistics were employed to lead to rejection of all four null hypotheses. The researcher concluded that first and second grade online teachers did feel isolated and felt more isolated compared to when they worked in the bricks and mortar setting. Those feelings of isolation among online teachers were associated with, at statistically significant levels, decreased levels of self-efficacy compared to their bricks and mortar teaching experience. Future studies should examine this study's findings and explore ways to decrease the sense of isolation felt in the online school setting and to increase self-efficacy for those teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States