Dynamic perspectives on education during the COVID-19 pandemic and implications for teacher well-being

Abstract

Twenty teachers took part in bi-weekly interviews over the course of the 2020–2021 school year and again one year later during the COVID-19 pandemic. Comparative findings on teachers’ experiences indicated varied circumstances and a wide array of perspectives on coping during this protracted and stressful time. While some teachers demonstrated flourishing and resilience, the majority experienced a tipping point toward burnout. A small group languished, relating indicators of burnout and post-traumatic stress. Given the dynamic findings, a continuum of awareness is suggested that might assist teachers and administrators in critically assessing the range and dimensions of coping exhibited during the pandemic or subsequent stressful periods of time. With information of this nature available, we propose that school organizations could be better informed to provide supports and resources and improve worklife balance and well-being of teachers.