A Qualitative Phenomenological Study Of Public School Teachers’ Experiences While Teaching During A Pandemic

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2022

Author dc:creator

• Bard, Andrew M.

Contributors dc:contributor

• Andrea Disque
• Sharese Pearson-Bush
• Susan Dorris

• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Elementary and Middle and Secondary Education Administration
• Teacher Education and Professional Development

Repository record dc:identifier

https://dune.une.edu/theses/429

OAI identifier oai:identifier

oai:dune.une.edu:theses-1428