A Phenomenological Study of the Impact of Teacher Morale On Instructional Delivery During the COVID-19 Pandemic

Date of Award


Degree Name

Ed.D. in Leadership for Organizations


Department of Educational Administration


Advisor: Ricardo Garcia


The problem of practice for this study is to examine the impact of teacher morale on instructional delivery amidst the COVID-19 pandemic. This is based on the premise that since the outbreak of COVID-19, teachers have been bombarded with an increase of work-related duties that have made it difficult for them to prioritize teaching at the expense of the self-care of students and themselves (Kralovec et al., 2021). Based on the literature (Mukhter & Chowdhary, 2020; Pressley, 2021), staff interviews, and observations, teachers are feeling more stress due to the pandemic (Pressley, 2021). The theoretical frameworks applied to this study were Herzberg’s Two-Factor Theory of Motivation (TFTM) and the care and equity elements of Brooks’ Critical Theory of Love (CToL). The research approach that was selected to answer the primary research question for this study was phenomenology. The types of data collection methods used in this study included interviews, surveys, and a focus group. The themes that emerged from the interviews, observations, focus group, and survey results show that teachers have not recovered from the challenges presented by the pandemic. Specifically, teacher SEL needs have not been met, additional planning time is needed, and more in-district and out-of-district collaboration is necessary.


COVID-19 teacher impact, COVID-19 SEL needs of teachers, COVID-19 impact classroom instruction

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