Teacher perceptions of E-learning during Covid-19 in low-and-high-income schools

This study examined if there were significant differences among K-12 teachers at low-income and high-income schools on their perceptions of various aspects of e-learning due to COVID-19. The study also sought to collect data concerning how teachers’ perceptions of technology may have changed, what factors impacted their ability to conduct e-learning, and what factors most impacted their students’ performance during e-learning due to COVID-19. A concurrent nested mixed-methods design was used. A 15-item self-report survey containing both Likert scale and open-ended questions was developed by the researcher to assess differences in teachers’ perceptions. Findings indicated a statistically significant difference in perceptions on the impact of a lack of a school-issued device on student performance. Emergent theme analysis revealed that teachers at low-income schools were more likely to have a positive change in their view of technology, attribute effective e-learning to professional development, become aware of the impact of socio-economic status on student performance, cite parental support as a factor in students who performed well during e-learning, and mention a lack of access to the internet as a factor in poor student performance. Conversely, teachers at high-income schools were more likely to have a negative change in their view of technology, attribute effective e-learning to their personal skill, change their classroom policies to accommodate students during e-learning, cite previous in-person performance as a factor in students who performed well during e-learning, and mention a lack of parental support as a factor in poor student performance