Teacher Well-Being During Covid-19: Disrupted Like Never Before
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Authors
Romeo, Jeannine
Date
2026-03
Type
Dissertation
Language
en_US
Keywords
Alternative Title
TEACHER WELL-BEING & THE COVID-19 PANDEMIC
Abstract
The purpose of this qualitative research study is to give voice to the well-being of New
Hampshire pre-K-12 teachers during the Covid-19 pandemic. The study aimed to identify the
primary stressors and challenges experienced by teachers in a single district, during and after the
pandemic, to highlight the protective factors and support mechanisms that reduced teachers’
stress and anxiety. Literature has suggested using teachers’ lived experiences that describe how
they were able to persist through the disruption of the Covid-19 pandemic would be beneficial.
Analysis of their lived experience provided data to identify self-management strategies targeted
interventions that were used to assist their Covid-19 induced stressor and enhance teacher wellbeing
in their workplace. The four individual teachers interviewed, ranging from elementary,
middle, and high school, recognized the stress and anxiety that occurred due to the job demands
placed on them and the lack of resources available. This unprecedented health crisis heightened
workloads, stress, anxiety, health concerns, and professional uncertainty. A recurring theme was
the challenge of the pandemic's abrupt shift from traditional teaching to virtual learning. By
providing a thematic overview of teacher’s lived experiences, this research offers insights to
guide practices, inform policy, and contribute to future research on supporting teachers retention
and mitigating attrition. This study reinforces the need for systemic, sustained support and
safeguards for school leaders and policymakers to provide teachers during times of disruption
and beyond.