Date of Conferral
8-9-2024
Date of Award
August 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Salina Shrofel
Abstract
The problem addressed through this study was the decrease in early childhood (EC) teachers’ well-being since 2021 at a southeastern school district (SESD, a pseudonym) following the COVID-19 pandemic. The purpose of this qualitative study was to explore the personal and professional well-being of EC teachers during the post-pandemic teaching environment to gain an understanding of how the school district can support teachers so that they work effectively. The conceptual framework for this study was Seligman’s (2016) multidimensional PERMA model, which was found useful for understanding employees’ well-being for all employees at work. Data were collected through semistructured interviews of 10 EC teachers to gain an in-depth understanding of their perceptions of the challenges to their personal and professional well-being during the post-pandemic teaching environment. EC teachers reported that their professional and personal well-being had been significantly impacted by the pandemic, with inadequate recovery due to insufficient administrative, parental, and community support in meeting student needs and facilitating professional development. The results of this study provide information and understanding for district administrators about the challenges to the personal and professional well-being of EC teachers during the post-pandemic teaching environment and how the school district could provide support for them.
Recommended Citation
Rhodes, Janith Rena, "Early Childhood Teachers’ Perceptions on Well-Being Following the COVID-19 Pandemic" (2024). Walden Dissertations and Doctoral Studies. 16089.
https://scholarworks.waldenu.edu/dissertations/16089
