‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID‐19 in England

Abstract

BackgroundUnderstanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID‐19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis.Aim and MethodTo investigate teachers' narratives of their experiences, we conducted 95 semi‐structured interviews with 24 teachers in England across four time points between April and November 2020. We used a longitudinal qualitative trajectory analysis of participants' stories of their high‐, low‐ and turning‐points.ResultsWe derived four themes that were evident at each time point and developed over time. The themes were: (1) growing frustration at uncertainties caused by poor government leadership, (2) expanding concern for pupil learning and well‐being, (3) an increasingly labour‐intensive and exhausting job and (4) declining pleasure and pride in being a teacher.ConclusionsThe findings shed light on the impact of COVID‐19 on the professional identity of these teachers and we propose ways in which teachers can be supported now and in the future.

The ups and downs in perceived societal appreciation of the teaching profession during COVID‐19: A longitudinal trajectory analysis

“…The three time points corresponded to when school buildings were partially reopened for the first time (June 2020; T2), partially closed for the second time (February 2021; T5) and opened fully for 16 months (July 2022; T7). The larger project examined various aspects of the teachers’ professional lives, including their high, low and turning‐points (Kim et al, 2023; Kim & Asbury, 2020; Kim, Dundas, & Asbury, 2021) and wellbeing (Kim, Oxley, & Asbury, 2021). The three time points were chosen as they contained repeated questions on participants’ beliefs on how their profession was valued by society, policymakers and the media.…”

“…In response, teachers quickly developed new skills and implemented a variety of instructional strategies to continue providing education to their pupils (Reimers & Schleicher, 2020). Moreover, they responded to pastoral challenges sometimes in light of new or increased social, economic, and welfare problems at home (Kim et al, 2023; Kim & Asbury, 2020; Kim, Dundas, & Asbury, 2021; Kim, Oxley, & Asbury, 2021).…”