| dc.description.abstract | The COVID-19 pandemic had significant impacts on education, and the crisis was further complicated by rising tensions around multiple aspects of teaching and schools in general. The purpose of this study was to explore the lived experiences of elementary educators who worked during the pandemic and to examine how leadership practices affected teachers’ experiences during this complex time. This study was designed as a phenomenological qualitative study utilizing an interpretive approach seeking to describe, understand, and interpret the experiences of six elementary school teachers and five elementary school principals during the COVID-19 global crisis. Each of the eleven participants was interviewed twice using semi-structured interview protocols adapted from McAdams’ (2007) Life Story Interview. This study analyzed teachers’ accounts through the lens of burnout and resilience theories. Findings from this study revealed educators have experienced unprecedented stressors and emotional exhaustion. The study articulated the importance of supportive relationships and leadership practices. Consequently, stakeholders must understand the experiences of educators and look for more ways to support them during times of crisis. | |
