Leading classroom instruction during the COVID-19 Pandemic and preparation for face-to-face reopening: Caribbean teachers’ experiences

Abstract

ABSTRACT The current study investigated how Caribbean teachers are leading remote teaching as a result of the COVID-19 Pandemic and their preparedness to return to face-to-face teaching. A qualitative interpretive approach was used. Data were collected using an online survey. The findings show that in transitioning from face-to-face to remote teaching, most participants needed access to free resources and tools and professional learning to deliver the curriculum remotely. Additionally, their workload increased while working remotely, since some had to supervise their children’s remote learning while they grappled with remote teaching. Teachers felt they had minimal direction and support from the Ministries of Education and their schools’ administration. Some teachers had difficulty accessing and communicating with students who had connectivity issues. Nevertheless, the majority of teachers had internet access and a space to work remotely at home. In terms of preparedness to return to the face-to-face school setting, the primary concern of participants was about their health and safety and the fear of being exposed to the COVID-19 virus at their schools. The researchers conclude that to facilitate a successful return to the physical classrooms, schools will require proper implementation of safety measures, regular communication among all stakeholders and social emotional support.