Abstract
Teacher beliefs, particularly about the aims of education, impact what they teach, how they teach, and how they assess learning. Understanding how those beliefs were impacted by the COVID-19 pandemic offers insights about COVID’s long-term influence on education. This cross-sectional quantitative study utilized Eisner and Vallance’s (1974) curriculum orientations framework to examine the beliefs of high school teachers, as well as their perceived changes in belief after the pandemic. The study utilized the previously validated Survey of Curriculum Orientations (SCO) as an instrument. A total of 305 high school teachers from a large school district in a major metropolitan area in the Upper Midwest were invited to participate, with 86 completing the entire survey. While previous studies had analyzed teachers’ curriculum orientations, this study was distinct due to its post-pandemic focus and its explicit inquiry into changed beliefs of teachers after the pandemic. Results of the survey showed that all five curriculum orientations were viewed favorably, potentially indicating a renewed interest among teachers in foundational questions about the purpose of school. ANOVA tests revealed statistically significant differences between newer teachers and those with more experience, particularly regarding the Self-Actualization and Social Reconstruction orientations. This may signal a paradigm shift in education, specifically towards the Self-Actualization orientation. Eisner and Vallance’s curriculum orientations offer a valuable framework for dialogue among teachers, administrators, and other stakeholders about the evolving aims of education.
Date Dissertation Completed
5-2025
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Joel Traver
Dissertation Committee Members
Joel Traver, Patrick Clipsham, Scott Sorvaag
Location
Winona, Minnesota
Recommended Citation
Howard, Matthew G., "The Impact of the COVID-19 Pandemic on the Curriculum Orientations of High School Teachers" (2025). Education Doctorate Dissertations. 34.
https://openriver.winona.edu/educationedddissertations/34
