The COVID-19 pandemic took a large toll not only on K-12 students but also on public school educators. Remote learning, maintaining COVID protocols, politicization of the classroom environment, and addressing students’ socio-emotional needs have increased the stress and strain felt by educators. Across the nation, reports have suggested that these intense pressures have led to increased dissatisfaction, burnout, turnover, and early retirement among educators (Santoro and Price, 2021). Are these patterns reflected in Connecticut? This study will investigate public school teachers’ and school administrators’ perceptions regarding current sources of support and strain in their work lives, how the pandemic has shaped their practices in the classroom/school, and their mobility over time.
Researchers
- Morgaen Donaldson (PI) - University of Connecticut
- Jennifer Phaiah - Sacred Heart University
- Lisa Sanetti - University of Connecticut
- Tricia J. Stewart - Western Connecticut State University
Report
- September 30, 2024