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Qualitative study explores teachers’ experiences during the pandemic, highlighting stressors and support needs.
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.
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Weigand et al. (2026) studied this question.
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