Overview
To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on K-12 teachers in both private and public educational sectors around the world. This book seeks to explore the impact of this global pandemic on the educational stakeholders as well, including K-12 teachers and administrators. To date, there are no conceptual models which depict the impact of this event on the learner from an educational psychological perspective. Finally, this book seeks to investigate how K-12 teachers and administrators can best meet the needs of their learners in a challenging set of circumstances such as a global pandemic, while maintaining educational excellence to ensure that all learners continue to learn and achieve to the best of their abilities.
Full Product Details
Author: Jill D. Salisbury-Glennon (Auburn University, USA) , Chih-hsuan Wang (Auburn University, USA) , David M. Shannon (Auburn University, USA)
Publisher: Emerald Publishing Limited
Imprint: Emerald Publishing Limited
Dimensions:
Width: 15.60cm
, Height: 1.80cm
, Length: 23.40cm
ISBN: 9781837085026
ISBN 10: 1837085021
Pages: 252
Publication Date: 24 September 2025
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Forthcoming
Availability: Not yet available 
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.
Table of Contents
Chapter 1. Introduction: Instructional Survival in the Midst of the Perfect Storm—The Experiences of K–12 Teachers During the COVID-19 Global Pandemic; Jill D. Salisbury-Glennon, Chih-hsuan Wang, David M. Shannon, Daniel W. Wong, Lucy Wong, and Hernandez Yan Dai Chapter 2. Instructional Survival: A Qualitative Case Study of Elementary Teachers’ Experiences Teaching Remotely and Concurrently During COVID-19; Karen Ladendorf Chapter 3. Educators’ Job Burnout and Intentions to Leave During the COVID-19 Pandemic; Andrew M. Camp, Gema Zamarro, and Josh McGee Chapter 4. A Perfect Storm: COVID-19 as a Demotivating Factor Contributing to Teacher Stress, Burnout, and Mental Health; Denisha Jones, Brianne Kramer, and Clint Broadbent Chapter 5. Elementary Teacher Morale and Mental Health Following the COVID-19 Pandemic; David T. Marshall, Tim Pressley, Natalie N. Schoettler, Deja’ L. Trammell, and Natalie E. Smith Chapter 6. Social Support and COVID-19: How U.S. K–12 Teachers Were Impacted by Gratitude and Mentoring During the COVID-19 Pandemic; Kristen C. Mosley, Christopher J. McCarthy, and Aradhita Gupta Chapter 7. Teacher Self-Efficacy During COVID-19: A Qualitative Study on Experienced High School Teachers; Sarah M. Conley Chapter 8. Impact of COVID-19 on Students With Special Needs and Parent Involvement; Jo Nell “Jody” Wood and Amanda Wood Chapter 9. Researching the Entangled: Post-COVID-19 Cognitive, Psychological and Motivational States; Pınar Ayyildiz and Adem Yilmaz Chapter 10. K–12 Teacher Support During the COVID-19 Pandemic; Velma D. Menchaca and Alejandro Garcia Chapter 11. Attachment, Attention, and Achievement During the COVID-19 Pandemic: A Conceptual Literature Review; Romona F. Banks, Mahaliah Bowman Campbell, Dana M. Dillard, and Joseph A. Torres Chapter 12. The Impact of the Coronavirus COVID-19 Global Pandemic on K–12 Students, Teachers, and Schools in the U.S; Daniel W. Wong and Lucy Wong Hernandez
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Author Information
Jill D. Salisbury-Glennon, Ph.D. is a Professor of Educational Psychology at Auburn University, USA. Chih-hsuan Wang, Ph.D. is a Professor in Educational Psychology at Auburn University, USA. David M. Shannon, Ph.D. is a Humana-Germany Sherman Distinguished Professor in Educational Research. He has served as the lead researcher or evaluator, or investigator for over 30 funded projects while at Auburn University, USA.
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