Teacher Emotional Experiences in the “Post-Pandemic” Classroom

post-pandemic classroom
post-pandemic classroom
Project Name: Teacher Emotional Experiences in the “Post-Pandemic” Classroom 
Description: While it is well established that P-12 teachers experience higher level of stress and emotional labor when compared to other profession, the COVID-19 pandemic intensified teachers’ levels of anxiety and stress around the globe. Yet, now that schools have reopened for “normal” in-person instruction, teacher continue to report higher level of stress and burnout than they did before the pandemic. The purpose of the current study is to understand teachers’ emotional experiences, stress, and feelings of burnout within the “post-pandemic” classroom, and how individual (e.g., emotion regulation, deficit/asset-based framing of students) or contextual factors (e.g., school administrative support, recent changes in education policy) intersect with different facets of their emotional experiences.

Participating IRML Members: Dr. Rachel E. Gaines, and Dr. Mei-Lin Chang (in collaboration with Melinda Palmer [SMGE Ed.D. Student] and Kristen Mosley [from the Austin Independent School District- TX])
Timeline: 2022-2023
Funding Status: This project was funded by a 2022 BCOE Research Team Grant.