Teachers’ Perceptions of the Impact of Rapid Transition to Online Learning as a Result of COVID-19 in Spring of 2020

The purpose of this qualitative case study is to better understand K-12 teachers' lived experiences and challenges as they made a rapid shift to online delivery in response to state and federal regulations relating to the COVID-19 outbreak in the spring of 2020. Aside from that, the purpose of this study is to determine whether or not instructors believe that online instruction is a feasible delivery option for achieving the district's goal of retaining students' engagement with and knowledge of assigned curricular content in K-12 education. Undoubtedly, the teacher is the first to feel this in their class and when teaching their students. Their procedural research builds confidence and promotes the teacher’s ideas and creativity. It also boosts the teacher’s thinking skills, ambitions, and aspirations, creating a productive knowledge generation to compete locally and globally. The effects of this pandemic on schools and how the experience may inspire an overhaul of the American education system are essential to consider