Tim Pressley

Christopher Newport University | CNU · Department of Psychology

As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Co...

The purpose of this study was to explore how the new teaching approaches and requirements because of COVID-19 impacted elementary teachers' self-efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self-Efficacy Scale (TSES) subsect...

The COVID-19 pandemic had significant implications on schools during 2020, with districts moving to all virtual instruction during the spring and facing the debate of how to return safely to school in the fall. With these decisions, teachers, schools, and districts faced many challenges when providing face-to-face, hybrid, and virtual teaching. The...

The purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, the study investigated how teachers' anxiety changed during the first month of school. Additionally, the study explored the association of teachers' stress and anxiety and predict...

This study aimed to understand the relationships among administrative support, teacher self-efficacy, and teacher anxiety on teacher stress during COVID-19. The study explored United States teacher perceptions during Fall 2020 as teachers and schools returned to teaching in multiple online formats (hybrid and virtual). Teachers (N¼311) representing...

With all the talk of turnover and shortages, it would be easy to think that many teachers have simply given up on education. Yet, despite the myriad challenges teachers have faced recently, this is not the case: Teachers care about their work as much as ever. Andrew Pendola, David Marshall, Tim Pressley, and Deja Trammell present a new narrative su...

Background: When schools reopened for face-to-face classroom instruction following the COVID-19 pandemic, teachers faced many professional challenges. Most studies examining teachers' psychosocial condition after school reopening predominantly focused on negative aspects of their emotional well-being, leaving a gap in the understanding of the poten...

New to This Edition Updated throughout with new coauthor Tim Pressley; incorporates the latest research about reading development and difficulties. A chapter on instruction for emergent bilingual learners (EBs), plus an appendix on selecting texts for EBs. Expanded discussions of dyslexia and the role of executive function in reading. Applicatio...

Once the major threat of the COVID-19 pandemic diminished, schools reopened, and teachers once again had to cope with unprecedented challenges. The impact of these challenges on the emotional well-being of Arab teachers, who have a unique set of challenges within the Israeli school educational system, has received little attention in the recent lit...

Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently acro...

This study aimed to explore teacher self-efficacy after a year of teaching during the COVID-19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self-efficacy during COVID-19. The current study included 316 participants from the United States who completed the Teacher Self-Efficacy Scale. The...

The COVID-19 pandemic has placed significant demands on teachers. After the state of emergency was lifted, schools reopened and teachers began teaching face-to-face classes while maintaining safety precautions. Insufficient empirical research has examined the situation of teachers since the schools reopened. This study aimed to assess the associati...

Teachers have faced a range of challenges over the past two years. Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools, including charter and private schools. Less is known about the experiences of teachers in these alternatives. This study explored predic...

Teachers have faced a multitude of demands over the past two-years and faced new challenges as schools returned in the fall of 2021. Using the Job-Demands Resources model as a framework, the current study identified factors contributing to teacher burnout following the COVID-19 pandemic. To examine predictors of teacher burnout, we collected survey...

The COVID-19 pandemic has forced teachers to incorporate many changes to support student learning. In this paper, we present current research focusing on the impact of the changes brought by the pandemic on teachers. Specifically, we discuss the current state of teachers after working the frontline of the pandemic and changes that school leaders an...

Michael Pressley dedicated his life to producing high-quality research, first in the field of cognitive development, focusing on the development of memory and cognitive strategies, and then in educational psychology, focusing on work that would impact elementary classroom instruction. Specifically, Mike had a major impact in the field of reading in...

This chapter will discuss how teacher educators can implement active application activities as forms of assessment for learning while teaching educational psychology content. Each section outlines how each activity promotes learning for preservice teachers, identifies learning objectives teacher educators can implement with each activity, identifie...

Teaching has always been a demanding profession, and the demands have only escalated during the COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, & David M. Shannon review research from before and during the pandemic to learn what makes teachers likely to leave the profession and share results from their May 2022 survey of...

As teachers entered the 2021-2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols, and teaching to grade-level grades standards. The current study used the theoretical framework of teacher demoralization to explo...

This mixed-methods explored teacher perceptions at the end of the 2020-2021 school year. During the 2020-2021 school year, schools required teachers to teach in multiple formats, adjust instruction and implement safety measures due to COVID-19. We explored teacher burnout and administrative support using the jobs-demand resource model as a framewor...

During the 2020-2021 school year, the COVID-19 pandemic pushed many school districts to implement alternative teaching approaches including, socially distanced classrooms with hybrid teaching schedules or all virtual instruction. This study aimed to gain insight into the impact of COVID-19 on hybrid and virtual elementary teacher stress. Specifical...

[This corrects the article DOI: 10.1016/j.tate.2021.103465.].

A Longitudinal case study following five first-year teachers at Title I schools.

The purpose of this exploratory study was to gain insight into the effect of COVID-19 on Virginia preservice teachers’ efficacy. The current study compared teacher efficacy scores of two different cohorts. Cohort 1 completed the preservice teaching internship in 2017-2018, while Cohort 2 completed the preservice teaching internship during the 2019-...

This concurrent nested mixed-methods study focused on the differences in teacher development for different levels of teachers and the support teachers receive. Specifically, we wanted to focus on how the highly effective teachers approached development differently than other teachers and how schools can support new and struggling teachers. The leve...

The emphasis of this paper is on the importance of teaching teacher preparation courses, specifically educational psychology, through a study abroad trip to Finland. This experience allowed American preservice teachers to see theories applied in an international setting while also allowing preservice teachers to compare the United States education...

The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk‐taking within the classroom, and student self‐...

The purpose of this submission is to share and discuss the importance of teaching educational psychology beyond the typical lecture. Experiences beyond the classroom can give students an opportunity to experience the learning and motivational theories discussed in class in real K-12 classrooms. This particular paper will focus on an experience prov...

This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their...

Over the last decade, standardized tests have become a consistent norm in today's public schools. Even with the change of policies, one aspect that has stayed constant is the inclusion of standardized testing in public schools. Today student test scores are used for high stakes decisions such as measuring student success as well as teacher quality...