Date of Award
Spring 2025
Language
English
Embargo Period
5-5-2027
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational Theory and Practice
Program
Curriculum and Instruction
First Advisor
Carol Rodgers
Committee Members
Carol Rodgers, Peter Shea, Rory Glass
Keywords
COVID-19 pandemic, elementary teaching, reflection, adaptive practices, identity, system supports
Subject Categories
Elementary Education
Abstract
This dissertation examines how five in-service elementary teachers navigated the challenges of teaching during the COVID-19 pandemic in New York State. It aims to understand how these experiences affected their teaching practices and professional growth and explores the internal and external factors influencing their ability to adapt and thrive in a rapidly changing educational landscape. The study employs a qualitative, phenomenological methodology through a single case study design, focusing on the lived experiences of five teachers from schools in New York State. Data collection includes teacher-created visuals, semi-structured interviews, artifacts, and a researcher reflective journal. The Interpretative Phenomenological Approach (IPA) is used to analyze the data, emphasizing the significance and impact of critical incidents on teachers’ professional growth. The study uses Fred Korthagen’s core reflection “onion model” to analyze teachers’ reflections on their professional growth trajectory and how their experiences shifted their thinking about themselves and their practice. The findings reveal that teachers’ ability to navigate the pandemic was influenced by their internal qualities, including resilience, adaptability, and reflection. The study highlights the significance of social-emotional learning, collaborative networks, and sustainable workload structures in supporting teachers during crises. It also emphasizes the necessity of transparent communication and robust support systems to promote teacher growth and well-being. The findings suggest that developing learning communities, promoting regular self-reflection, and providing clear structures for collaboration are essential for supporting teachers in times of change. The study offers insights into how educational leaders can better support teachers by leveraging their strengths and fostering a positive, growth-oriented environment.
License
This work is licensed under the University at Albany Standard Author Agreement.
Recommended Citation
Shea, Rebecca A., "Elementary Teachers Navigating Teaching During the Pandemic in New York State: A Phenomenological Study" (2025). Electronic Theses & Dissertations (2024 - present). 172.
https://scholarsarchive.library.albany.edu/etd/172