District Pandemic Policies and Teachers’ Perceptions of Their Working Conditions in Virginia

Abstract

Background:

The COVID-19 pandemic forced districts to rapidly adjust their policies in ways that altered teachers’ working conditions. Teachers’ perceptions of how conditions changed could impact their well-being, job satisfaction, and organizational commitment.

Purpose:

We examined the relationships between Virginia teachers’ perceptions of how their working conditions changed, district pandemic policies, and teacher outcomes (job satisfaction and organizational commitment), thereby highlighting a potential pathway through which the pandemic may have influenced teacher outcomes.

Research Design and Findings:

This descriptive quantitative study leveraged an early spring 2021 statewide survey (n = 56,229) and unique data on districts’ COVID-related policies. Some 43.7% felt working conditions had stayed about the same since 2019, 33.4% said they had improved, and 22.9% said they had worsened. Teachers were more likely to blame COVID for worsened working conditions than to credit COVID for improvements. District policies predicted teachers’ perceptions, which were significantly related to their outcomes. Notably, more in-person learning predicted perceptions of worsened conditions, and a positive view of how districts communicated policy changes and facilitated teachers’ safe return to school predicted perceptions of improvements.

Conclusions:

Although no district policy will be viewed positively by all teachers, how districts make and implement decisions will play a role in how teachers respond. Effective communication and ensuring teachers feel safe and supported in schools can help district leaders address divergent views, buffer teachers from stress, and bolster organizational commitment.