Date of Award

2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

COVID-19 transitions; Narrative inquiry; New Delhi India; Qualitative research; Resilience; Teacher stress and burnout

Supervisor

James Oloo

Abstract

This study investigates the experiences of secondary school teachers in New Delhi, India, regarding stress and burnout during the transitions from in-person classrooms to virtual classrooms during the COVID-19 pandemic, and back to in-person classrooms post-lockdown. Grounded in the researcher’s previous experiences as a teacher and an understanding of the educational landscape in India, this qualitative narrative analysis employs in-depth interviews to explore the nuanced challenges faced by educators during these critical transitions. The theoretical framework is informed by Maslach's Burnout Inventory (1981), Bandura's Theory of Self-Efficacy (1997), and Ryan and Deci's Theory of Self-Determination (2000). Using Braun and Clarke’s (2006) thematic analysis, five key themes emerged: workload intensification and role expansion, financial insecurity and job stability, emotional exhaustion and fear of infection, coping mechanisms and resilience, and impact on personal accomplishment and self-efficacy. These themes underscore the urgent need for supportive policies and practices that enhance teacher resilience and well-being, emphasizing the importance of mental health resources in education. The findings contribute valuable insights to the discourse on teacher well-being and highlight the critical need for institutional support during periods of educational disruption.

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