Educators’ Experiences and Lessons Learned Through the COVID-19 Pandemic From a Qualitative Lens

Abstract

The Covid-19 pandemic heightened teachers’ daily stressors, threatening performance and well-being. This study explored how teachers navigated transitioning to online teaching, while addressing behavioral and mental health challenges along with attending to educational inequities. Using the 3C model for framework and a pragmatic qualitative approach, eight high school teachers were interviewed early pandemic and again one year later. Pragmatic-constructivist data analysis resulted in four themes surrounding district support, technological journey; student concern; and educator wellness. Findings increase understanding of the effects of traumatic community events on teacher wellness and attrition while emphasizing leadership support to promote educator and student success.

Keywords

leadership social emotional teaching social justice classroom educational studies literacy

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