Date of Conferral

8-6-2026

Date of Award

August 2026

Degree

Ph.D.

School

Psychology

Advisor

Dr. Sandra Street

Abstract

The study emphasizes the need for a deeper understanding of secondary school teachers' experiences during the COVID-19 pandemic, particularly focusing on their challenges during the transition back to in-person instruction after teaching online. The purpose of this phenomenological study explored the experiences of U.S. secondary teachers during the onset of COVID-19, the shift to virtual teaching, and the return to in-person instruction. The study was grounded in Bandura’s (1986) social cognitive theory, specifically the concept of observational learning and self-efficacy, to understand how teachers learned from peer successes and challenges during the transition to virtual learning and when returning to in-person instruction. Data were collected through semi-structured interviews with 11 certified secondary teachers and analyzed using Colaizzi’s descriptive phenomenological method supported by thematic analysis. Six themes emerged from the data analysis: limited guidance, adjusting to online teaching, technology pros and cons, modeling and self-efficacy, struggles to transition back to brick-and-mortar instruction, and changing views on teaching. Findings indicate that school and district leaders should invest in teacher education resources, including targeted professional development, clear communication, and consistent administrative support, to better prepare teachers for rapid instructional changes and to address behavioral concerns in student-teacher interactions. This study supports positive social change by providing insights intended to help educators, administrators, and policymakers more effectively support secondary teachers during future large-scale disruptions to schooling.

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