Alonzo, JulieBowers, Bethany2021-04-292021-04-292021-04-29https://hdl.handle.net/1794/26214Executive Functioning (EF) is a cognitive skill set that encompasses metacognition and emotional and behavioral regulation. EF skills grow into adulthood but may have lagging development due to a variety of factors. The resulting executive dysfunction may impact behavior, performance, and social interactions. Many of the skills needed to access a typical educational environment require the use of EF for both students and teachers. Targeted interventions can support the growth of these skills in students, leading to improved outcomes in multiple academic and social areas, but these interventions are reliant on teacher skill sets. The purpose of this study was to explore the relationship between teacher EF skills and their perceptions of the demands that are put onto those skills. In response to the COVID-19 pandemic and subsequent closure of school buildings, perceptions of demands related to distance learning were also investigated. A sample of 63 kindergarten and first grade educators from across the Pacific NW region of the United States participated in this study through a one-time online survey. Perceptions of self-efficacy, mindset, and intervention expectations were gathered using the Staff Perceptions and Experiences Survey (SPES) and the SPES for Distance Learning (SPES-DL). Perceptions related to satisfaction, burnout, and traumatic stress were measured using the Professional Quality of Life survey (ProQOL). EF skills of participants were measured through self-report using the Behavior Rating Inventory of Executive Function, Adult Version (BRIEF-A). Correlation analysis and frequency counts were used to explore the relationship between teacher EF skills and their perceptions during in-person and virtual learning. Statistically significant small to moderate correlations were found for teacher EF skills and self-efficacy, as well as quality of life components during distance learning. Correlations between teacher EF skills and perceptions of behavior, knowledge of expectations, or self-efficacy during in-person learning were not statistically significant. When not teaching virtually, the EF delays of K/1 students and the resulting behavioral and social challenges are one of the greatest demands on educators’ skills; my results suggest this might have changed during the COVID-19 pandemic. Suggestions for future research are discussed.en-USAll Rights Reserved.Distance LearningExecutive FunctioningSelf-EfficacySocial-Emotional LearningTeacher PerceptionElectronic Thesis or Dissertation