Abstract
The Covid-19 pandemic created the largest global disruption of education in recorded history. This uniquequalitative study examined teacher resilience as they taught remotely with technology during the pandemic, andthe experiences of teachers with a comparison across a developed country (US) with a developing country (SouthAfrica). Data from a teacher resilience survey was gathered to explore factors of teacher resilience and interviewdata provided insight into teacher experiences. A grounded coding methodology was used to analyze the content.Within the examination of the extant literature, a Socio-Ecological Technology Integration framework (SETI) wasdeveloped and presented as a lens to conceptualize the full extent of all the socio-ecological factors involved inteacher technology integration including those in the school, district, and nationally. The findings reveal thatteachers in South African reported less support and resources and greater challenges, yet overall reportedthemselves as more resilient than teachers in the US. From the findings, six factors emerged that impactedteachers' experiences during ERT: self-efficacy, growth, motivation, resources, support, and teacher challenges.The major challenges from both countries were: time management, student issues, isolation, anxiety, meetingstudent needs, technology, and student engagement.
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