Date of Award



© 2022 Andrew M. Bard

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Andrea Disque

Second Advisor

Sharese Pearson-Bush

Third Advisor

Susan Dorris


The purpose of this qualitative phenomenological study was to explore the lived experiences of K-12 public school teachers related to stress and burnout while teaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do K-12 public school teachers describe their lived experiences while teaching during a pandemic?, (2) How do K-12 public school teachers describe their perceptions of stressors related to teaching during a pandemic?, and (3) How do K-12 public school teachers describe their experience as learners while adapting to teaching during a pandemic? Constructivism and social constructivism were applied as the conceptual and theoretical framework.

Semi structured interviews were used to gather data. After coding and analysis, themes emerged which included the importance of support, classroom challenges stemming from the COVID-19 pandemic, and the necessity of perseverance. The findings of this study focused on the lived experience of K-12 public school teachers and indicated that stressors such as issues with technology, lack of direction from school officials, and parental support contributed to their stress levels. Additionally, teachers gained comfort from learning from and with their colleagues.


Ed.D. Dissertation