Exploring the Lived Experiences: Social and Emotional Well-Being of Virtual Instructors in the Federal Government

The purpose of this phenomenological study was to understand the social, emotional, and professional factors that affected the well-being and effectiveness of federal instructors teaching virtually. The investigation filled a crucial gap in the current body of knowledge and provided empirical insights to inform the development of targeted strategies and interventions designed to enhance instructional confidence and self-efficacy. The theory guiding this study was Bandura’s theory of self-efficacy, as it offered a foundational framework for understanding how individuals’ beliefs in their abilities influenced their motivation and performance, which was critical in exploring how virtual instructors perceived their teaching experiences. This study's research question was: How did federal government instructors experience social, emotional, and professional challenges while teaching in a virtual learning environment? The study involved 15 participants, all federal virtual instructors teaching across various disciplines and experience levels. Data collection included semi-structured interviews, journal prompts, and a focus group session. The data were analyzed to identify recurring themes, patterns, and shared experiences. To ensure the study's trustworthiness, member checking, peer debriefing, and prolonged engagement with the data were employed. This methodology uncovered essential insights into the lived experiences of federal instructors in virtual environments.