ORCID
https://orcid.org/0009-0009-13426450
Date of Award
2025
Document Type
Dissertation
Degree Name
Education (Ed.D.)
Department
Administrative and Instructional Leadership
First Advisor
Stephen Kotok
Second Advisor
Richard Bernato
Third Advisor
Seokhee Cho
Abstract
This phenomenology examines the instructional practices of high school teachers and the changes the challenges of remote learning during the COVID-19 pandemic have wrought, with a focus on strategies to promote student engagement. The more students are engaged, the more they may see the relevance of their experiences, feel connected to their school experiences, and develop more positive attitudes and attributes, both inside and outside of the school walls (Bridgeland, Dilulio, & Morison, 2006). Six big themes emerged through qualitative analysis were instructional strategies, adaptation to online learning, teaching practices post 2020, perceptions of the teachers, teacher-student relationships, and barriers to engagement. They used collaborative learning, scaffolding, active learning, and technology integration to make learning engaging. The pandemic has shifted the method of teaching to be more flexible and adaptive, using digital tools to maintain the interaction of students amidst challenges like distractions at home and the digital divide. Post-pandemic, educators adopted Blended Learning and Social-Emotional Support considering its importance and significance in engaging students. These findings contribute to redefined understandings of student engagement, including self-regulation, task completion, and social connection, for a fast-changing educational landscape and toward insights into resilient and inclusive pedagogical practices.
Recommended Citation
McIntosh, Anika, "TEACHERS PERCEPTION OF STUDENT ENGAGEMENT USING FACE-TO-FACE AND REMOTE INSTRUCTIONAL METHODS" (2025). Theses and Dissertations. 864.
https://scholar.stjohns.edu/theses_dissertations/864