Date
12-16-2025
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Todd Schultz
Keywords
COVID-19, teachers, well-being, mental health, coping mechanisms
Disciplines
Education
Recommended Citation
Mitchell, Dionne E., "The Impact of the COVID-19 Pandemic on Middle School Educators and the Need for Healthy Coping Techniques: A Transcendental Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7805.
https://digitalcommons.liberty.edu/doctoral/7805
Abstract
In this transcendental phenomenological study, the researcher investigated how the Coronavirus Disease (COVID-19) pandemic impacted public middle school educators’ mental health and well-being (MHWB) and how they developed effective coping strategies in response. Using Lazarus and Folkman’s transactional stress and coping theory model and the social support theory as frameworks, the study explored the lived experiences of ten middle school instructors from the southeastern United States who taught during the COVID-19 pandemic. Semi-structured interviews, a focus group, and reflective diary entries were implemented as data collection methods. Thematic analysis identified several significant findings. Teachers faced professional challenges as they adapted to new instructional modalities, including remote learning, and struggled with differentiating instruction. They also reported experiencing increased stress due to heightened workloads and overlapping roles, including maintaining a work-life balance, managing parenting responsibilities, and being expected to teach multiple subjects while providing technological support. The participants employed different coping strategies in response to these stresses, including seeking professional support, therapy, relying on social connections, and integrating faith and spirituality. Additionally, they highlighted the importance of engaging in physical activity and exercise to preserve both mental and physical health. These findings contribute to the body of research on teacher resilience and emphasize the necessity for educational systems to advocate for mental health services and professional support. During challenging circumstances, especially crises, school and district leaders should encourage wellness, collaborative communities, and teacher well-being. Increasing teacher mental health professional development can help educators handle future crises.
