‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic

Lisa Kim; Abigail Bowling; Kathryn Asbury

doi:10.1080/0305764X.2024.2336138

‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic

Lisa Kim, Abigail Bowling, Kathryn Asbury

Education

Research output: Contribution to journal › Article › peer-review

Abstract

Examining the changes in teachers’ experiences of their job resources, job demands and personal resources can reveal important insights into the profession. Accordingly, semi-structured interviews were conducted with an initial sample of 21 primary and secondary school teachers in England at three time points during COVID-19 (February 2021, July 2021 and July 2022). Four themes were identified in a longitudinal thematic analysis, namely: teachers’ perceptions of disconnection with and disrespect from the government; relationships are central to teacher wellbeing and work engagement; teachers’ preference for the physical school over the online/hybrid school; and reflections on teachers’ increased self-efficacy in using technology and increased resilience to change. Implications for practice and policy are discussed.

Original language	English
Number of pages	22
Journal	Cambridge Journal of Education
DOIs	https://doi.org/10.1080/0305764X.2024.2336138
Publication status	Published - 14 Apr 2024

Bibliographical note

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10.1080/0305764X.2024.2336138Licence: CC BY

I had forgotten what it was like to feel like you re doing a good job a longitudinal thematic analysis of teachers experiences during the COVID-19
© 2024 The Author(s)
Final published version, 902 KBLicence: CC BY

Cite this

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