This mixed-methods study examines the experiences of elementary teachers during the COVID-19 pandemic across five school districts in Middle Tennessee. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study surveyed 32 teachers using a combination of Likert-scale and open-ended questions to assess instructional changes, preparedness, stress, and student engagement. Findings show that 71% of respondents felt unprepared for remote teaching, and over 85% reported a decrease in student participation. While 67% modified instruction, most cited inadequate training and high emotional toll. Over half reported frequent stress, and 43% experienced burnout. Qualitative responses revealed significant concerns about access to technology, equity, and the long-term instructional impacts. This study offers valuable insights into how elementary teachers navigated the challenges of teaching during the COVID-19 pandemic. By focusing on their voices, the research highlights the difficulties with student engagement and technology, the lack of support, and the emotional strain that teachers face. These insights emphasize the urgent need for targeted professional development and support systems to better prepare educators for future disruptions.

Authors:
Perihan Fidan, Tennessee Tech University, United States
Queen Ogbomo, Tennessee Tech University, United States

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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