Date Approved

2026

Degree Type

Open Access Thesis

Degree Name

Doctor of Philosophy (PhD)

Department or School

Leadership and Counseling

Committee Member

David Anderson, PhD

Committee Member

Sheila Williams-White, PhD

Committee Member

Jerri Howland, PhD

Committee Member

Phillip Caldwell, PhD

Abstract

The abrupt onset of emergency remote education (ERE) during the COVID-19 pandemic exposed significant gaps in the conditions necessary for teachers to sustain instruction. This systematic review explores how ERE impacted teacher environmental quality, including access to technology, institutional and collegial support, professional development (PD), and teacher well-being and efficacy. Teacher environmental quality, in this context, refers to the teacher-centered conditions that influence educators’ ability to teach effectively during ERE. The study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. It systematically analyzed scholarly literature, applied clear inclusion criteria, and evaluated study quality using a standardized protocol. Findings highlight recurring barriers, such as limited internet access and device availability, particularly in low-income and rural areas. PD and supportive administrative conditions were linked to increased teacher confidence and resilience, which enhanced the implementation of ERE. However, teacher well-being emerged as a critical concern, with stress and burnout intensified by inadequate support and heavy workloads. These findings underscore the urgency of addressing digital equity, strengthening teacher support systems, and embedding well-being initiatives into PD frameworks. Keywords: emergency remote education, teacher well-being, professional development, teacher support, teacher efficacy

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