A Qualitative Study on Elementary Teachers Perceptions of Job Satisfaction During Covid 19
A QUALITATIVE STUDY ON ELEMENTARY TEACHERS’ PERCEPTIONS OF JOB SATISFACTION DURING THE COVID-19 PANDEMIC A Phenomenological Study of the Lived Experiences of elementary educators in Schools in Southeastern North Carolina with three or more years of teaching experience during the COVID 19 Pandemic. This qualitative study described the lived experience of 10 elementary educators who worked in the COVID 19 climate in public school districts. The purpose of this study was to provide advice for policy makers to aspire to improve public education for educators. The literature review outlined the history of educators' burnout and job satisfaction through the process of time. The review also examined how schools are led by a public-school district.This study was conducted using a Phenomenological Analysis methodology to examine the lived experiences of educators and their job satisfaction as they serve in this position in a public-school district. The sample included a sampling of educators from Africa, Jamaica, and multiple backgrounds who are serving or have served in the education field for at least three years. The participants completed a 45-minute interview that included 10 open-ended questions. NoNotes was used for the data analysis to identify common themes and patterns.Despite past experiences, circumstances, and adversity, this study explored the lived experiences of educators through the lens of the COVID 19 Pandemic and Job Satisfaction. As a result, it revealed how understanding their stories can help school boards with burn out prevention practices and teacher job satisfaction. Finally, this study informed policy makers on what to expect and how to prepare for the improvement of teachers' job satisfaction.
Cox-Dunman, Laurie, "A Qualitative Study on Elementary Teachers Perceptions of Job Satisfaction During Covid 19" (2022). ETD Collection for Fayetteville State University. AAI29169846.