Abstract
COVID-19 elevated the already stressful nature of teaching. Shifts to remote learning, concerns for personal health, frustrations with technology, and attempts to balance personal and professional responsibilities led teachers to report even higher levels of stress, depression, and anxiety. Various steps were taken to support teachers during this challenging time, but more can be done to prevent many from exiting the profession. This qualitative study followed the experiences of four early-career middle/secondary social studies teachers during the 2020-2021 school year. Findings revealed significant impacts on the teachers, their students, and their instruction. Their abilities to successfully navigate these challenges highlight coping strategies and institutional supports necessary to foster resilient teachers.
Recommended Citation
Mueller, Rebecca
(2022)
"More Resilient than I Thought: Examining the Stress of Teaching Through COVID-19,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
1, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss1/5