Date

5-23-2025

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

John A. King

Keywords

Special Education, distance learning, Transition Theory, COVID-19, Conceptual Mapping Task, middle school

Disciplines

Social and Behavioral Sciences

Abstract

The purpose of this phenomenological research was to understand and describe the lived experiences and impact of the COVID-19 global pandemic and the subsequent traumas on Special Education teachers in Calvert County, Maryland. It is rooted in axiological assumptions and guided by social constructivism and transition theory. Transition theory, as posited by Nancy K. Schlossberg, relates to the cycle of change in each educator using the “Four Ss” in the transition process: Self, Situation, Support, and Strategies. Special Education teachers took part in a Conceptual Mapping Task to express lived experiences during and after the pandemic. The activity aided each participant in organizing their thoughts. The interviews were transcribed, and Conceptual Mapping Tasks were evaluated by participants to determine themes or commonalities. The themes, as determined by the participants, were lack of direction from supervisors, social isolation, unhealthy coping strategies, looking for a way out of the profession, and a silver lining, but a call to action.

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