Date of Award

Spring 5-1-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Lee T. Hunter

Second Advisor

Alex Herring

Third Advisor

Erin Burt

Abstract

This dissertation in practice (DiP) employs qualitative research and educational theories to examine the impact of COVID-19 on school principals' self-efficacy in one South Carolina school district. Its theoretical framework is based on Bandura's (1977, 1986, 1997) social cognitive theory. The dissertation begins by outlining the specific problem at hand, relevant general concerns, and a purpose statement. This problem serves as the foundation for the research questions: How has the COVID-19 pandemic impacted principals' self-efficacy as their schools' managerial leaders? How do these principals' experiences vary in degree of impact by school level (i.e., early childhood, primary, elementary, intermediate, middle, and high)? How do they vary in degree of impact by principals' years of experience? The design of this qualitative research study is framed by Creswell and Poth's (2016) Qualitative Inquiry and Research Design.

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