Exploring Middle School Teachers’ Job Demands and Job Resources during COVID-19

Abstract

Abstract Introduction: The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle schools in the Southeastern U.S during COVID-19. Methods: The methodology for this study was qualitative. The sampling strategy was purposeful and comprised 15 educators. The data were collected utilizing two semi-structured interviews and documentation. The data analysis consisted of thematic analysis. Results: The study’s results revealed seven themes that emerged from the data: a) Changes in working conditions; b) teachers’ well-being and working conditions; c) perceived teachers’ new job demands and additional workload; d) emotionally draining job demands; e) perceived available job resources; f) perceived need for job resources; and g) strategies teachers used to cope with stress. Discussion: The lessons learned during the pandemic in these four organizations may assist leaders in designing new policies and avoid further deterioration of teachers’ well-being. Limitations: Access to the organization’s documentation and the sample size were limitations. Conclusions: The shift in job demands and job resources during the pandemic placed teachers at risk of emotional exhaustion and burnout.