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.
