Date

5-22-2024

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Kelly Gorbett

Keywords

teacher, COVID-19, stress, schools, mental health

Disciplines

Psychology

Abstract

This study used a qualitative case study approach to examine teachers’ experiences returning to school following the COVID-19 pandemic and determine if mental health training for teachers to support student mental health would ease the return to school. The researcher recruited 12 Christian school teachers that taught in the classroom pre- and post-COVID-19. Inclusive criteria included teaching two years before the shutdown, teaching during the shutdown, returning to in-person teaching, and being at least 25 years old with no gaps in teaching between 2018-2022. All participants participated in a 30-45-minute audio-recorded, semi-structured, one-on-one interview in a discreet safe venue, such as a private counseling office. The study used narrative analysis, identified four key themes: emotional range, educational training's impact, social connection's role, and behavioral challenges. The study aimed to explore teachers’ perceptions of preparedness of training upon their return to in-person learning following the pandemic. The study provides valuable implications for equipping educators as mental health needs increased post-COVID-19 by increasing training and developing innovative solutions to bridge the gap in mental health support.

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