Date of Award

6-19-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Elementary and Secondary Teachers;Maslow's Hierarchy of Needs Theory;Psychological Effects;Teacher Attrition;Teaching Before During and After COVID-19;Weber's Social Action Theory

Supervisor

Lindsey Jaber

Abstract

According to the literature, teachers’ perceptions of teaching before, during, and after COVID-19 vary based on psychological factors, access to teaching materials and resources, induction programs, and leadership staff. Addressing the gaps in the literature, the aim of this study was to explore the perceptions of teachers who recently left the teaching profession before, during, and after COVID-19 (2020-2024) and the psychological factors that led them to leave the teaching profession. Semi-structured interviews were conducted with elementary and secondary teachers (n = 8) from multiple cities throughout Ontario, Canada with most participants from the Greater Toronto Area. The data were analyzed using a reflexive thematic analysis. Three themes emerged: 1) Teaching During COVID-19 (subthemes included classroom management, challenges related to delivering online teaching materials, COVID-19 protocols in the classroom, and student challenges during COVID-19); 2) Supports for Teachers (subthemes included supports for teachers, safety measures implementation, government support, training and induction program experiences); and 3) Psychological Impacts (subthemes included self-actualization through personal fulfilment, fear of instability during the pandemic, stress and burnout, leaving the teaching profession, and listening and support). The findings are interpreted through the lens of Maslow’s (1943) hierarchy of needs and Weber’s (1936) social action theories and related to the existing literature. The limitations, implications, and directions for future research are discussed.

Download

Share

COinS