AN ABSTRACT OF THE DISSERTATION OF
Gilberte Seymour Pinard for the degree of Doctor of Education in Learning, Leadership
and Community Presented on March 28, 2022
Title: Pandemic Teaching: An Examination of Teacher Identity during COVID-19
Kathleen Norris, Ed.D., Dissertation Committee Chair
This qualitative research
the consequences of the sudden shift to pandemic
instruction on teacher identity during the first 15 months of the COVID-19 pandemic.
This study used a phenomenological approach to capture teachers’ experiences during the
pandemic. The researcher conducted semi-structured interviews with eight middle school
New Hampshire. Data
were analyzed using
reflexive thematic analysis.
Participants in this study expressed feelings of inadequacy and uncertainty due to their
lack of preparation and the frequently changing guidelines and parameters associated
with COVID-19. The researcher found that teaching during the pandemic did result in a
change in teacher identity. Furthermore, 75% of participants indicated that their teacher
shifted to a
more nurturing one,
findings indicate a need for future continuity of operations plans to include professional
in the areas of instructional technology and
social-emotional learning as
well as structured time for teacher collaboration.