“I feel like I lost myself”: An Examination of Teachers’ Lived Experiences During The COVID-19 Pandemic

Abstract

The current study aimed to understand teachers' lived experiences during the COVID-19 pandemic, revealing six main themes from their interviews and open-response questions. Key findings of teachers' lived experiences included the prevalent feeling of isolation due to a lack of social connection with students and colleagues, the struggle to balance various responsibilities, the increased workload transferring an interactive in-person environment to online learning and adhering to safety protocols. Despite these challenges, some teachers reported benefits such as improved work-life balance and enhanced technology skills. The findings also highlight differences between elementary and secondary school teachers, particularly in implementing safety measures, and how these varied based on years of teaching experience. Elementary school teachers faced unique challenges in maintaining young students' engagement and adherence to safety measures, whereas secondary school teachers experienced challenges related to subject-specific teaching demands. Additionally, teachers have demonstrated resilience and dedication, adapted their roles as advocators, educators, and support systems to ensure educational success throughout the various stages of the COVID-19 pandemic. This study fills a gap in existing research by specifically examining the distinct challenges and benefits experienced by teachers during this unprecedented period. By providing nuanced insights into teachers' experiences, this research contributes to understanding the broader impacts of the pandemic on educational practices and teacher well-being.