The purpose of this qualitative phenomenological study was to explore the lived experiences of K-12 public school teachers related to stress and burnout while teaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do K-12 public school teachers describe their lived experiences while teaching during a pandemic?, (2) How do K-12 public school teachers describe their perceptions of stressors related to teaching during a pandemic?, and (3) How do K-12 public school teachers describe their experience as learners while adapting to teaching during a pandemic? Constructivism and social constructivism were applied as the conceptual and theoretical framework.
Semi structured interviews were used to gather data. After coding and analysis, themes emerged which included the importance of support, classroom challenges stemming from the COVID-19 pandemic, and the necessity of perseverance. The findings of this study focused on the lived experience of K-12 public school teachers and indicated that stressors such as issues with technology, lack of direction from school officials, and parental support contributed to their stress levels. Additionally, teachers gained comfort from learning from and with their colleagues.
","abstract_html":"<p>The purpose of this qualitative phenomenological study was to explore the lived experiences of K-12 public school teachers related to stress and burnout while teaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do K-12 public school teachers describe their lived experiences while teaching during a pandemic?, (2) How do K-12 public school teachers describe their perceptions of stressors related to teaching during a pandemic?, and (3) How do K-12 public school teachers describe their experience as learners while adapting to teaching during a pandemic? Constructivism and social constructivism were applied as the conceptual and theoretical framework.</p> <p>Semi structured interviews were used to gather data. After coding and analysis, themes emerged which included the importance of support, classroom challenges stemming from the COVID-19 pandemic, and the necessity of perseverance. The findings of this study focused on the lived experience of K-12 public school teachers and indicated that stressors such as issues with technology, lack of direction from school officials, and parental support contributed to their stress levels. Additionally, teachers gained comfort from learning from and with their colleagues.</p>","abstract_has_math":false,"creators":["Bard, Andrew M."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Andrea Disque","Sharese Pearson-Bush","Susan Dorris"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-01T07:00:00Z","date_published":"2022-06-01T07:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/429","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Andrea Disque","Sharese Pearson-Bush","Susan Dorris"]},{"key":"dc:creator","label":"Author","values":["Bard, Andrew M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-06-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/429"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative phenomenological study was to explore the lived experiences of K-12 public school teachers related to stress and burnout while teaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do K-12 public school teachers describe their lived experiences while teaching during a pandemic?, (2) How do K-12 public school teachers describe their perceptions of stressors related to teaching during a pandemic?, and (3) How do K-12 public school teachers describe their experience as learners while adapting to teaching during a pandemic? Constructivism and social constructivism were applied as the conceptual and theoretical framework.
Semi structured interviews were used to gather data. After coding and analysis, themes emerged which included the importance of support, classroom challenges stemming from the COVID-19 pandemic, and the necessity of perseverance. The findings of this study focused on the lived experience of K-12 public school teachers and indicated that stressors such as issues with technology, lack of direction from school officials, and parental support contributed to their stress levels. Additionally, teachers gained comfort from learning from and with their colleagues.
"]},{"key":"dc:title","label":"Title","values":["A Qualitative Phenomenological Study Of Public School Teachers’ Experiences While Teaching During A Pandemic"]}]}],"canonical_facts":{"dc:contributor":["Andrea Disque","Sharese Pearson-Bush","Susan Dorris"],"dc:creator":["Bard, Andrew M."],"dc:date.available":["2022-06-28T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative phenomenological study was to explore the lived experiences of K-12 public school teachers related to stress and burnout while teaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do K-12 public school teachers describe their lived experiences while teaching during a pandemic?, (2) How do K-12 public school teachers describe their perceptions of stressors related to teaching during a pandemic?, and (3) How do K-12 public school teachers describe their experience as learners while adapting to teaching during a pandemic? Constructivism and social constructivism were applied as the conceptual and theoretical framework.
Semi structured interviews were used to gather data. After coding and analysis, themes emerged which included the importance of support, classroom challenges stemming from the COVID-19 pandemic, and the necessity of perseverance. The findings of this study focused on the lived experience of K-12 public school teachers and indicated that stressors such as issues with technology, lack of direction from school officials, and parental support contributed to their stress levels. Additionally, teachers gained comfort from learning from and with their colleagues.
"],"dc:identifier":["https://dune.une.edu/theses/429"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration","Teacher Education and Professional Development"],"dc:title":["A Qualitative Phenomenological Study Of Public School Teachers’ Experiences While Teaching During A Pandemic"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}