Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry

Abstract

ABSTRACT This qualitative study explored the perceptions of primary grade teachers in the Indian cities of Mumbai and Sambalpur about the barriers they faced in implementing remote instruction effectively during the pandemic. Interviews were conducted over Zoom and via phone. The findings highlighted two sources of barriers. The external barriers included lack of device availability and internet data issues, professional development issues and teachers’ own efforts, time commitment to prepare materials, and classroom management challenges. Teachers’ lack of positive beliefs about remote instruction surfaced as an internal barrier. The findings are consistent with studies conducted by researchers globally and bear implications for early childhood teachers, parents, programs, and policymakers. While research findings have exposed global unpreparedness to implement remote instruction effectively during the pandemic, these findings have also made the field aware of the need for harnessing the potential of technology in enhancing teaching and learning processes and outcomes. Future researchers may design mixed-method studies to identify the extent of children’s learning loss and evaluate the effectiveness of intervention programs offered by schools to help children achieve their current grade level competencies by the end of the academic year. Gathering teachers’ and parents’ voice is critical in this context.