Seeing Resilience Through Experience: Teachers' Resilience Experiences Post COVID-19 Pandemic

The purpose of this phenomenological was to describe the post-COVID-19 resilience experiences of 6th to 12th grade schoolteachers at Hope County Public School (HCPS). The theory that guided this study is the differing pathways to resiliency theory, as it was used to describe teachers’ resilience experiences regarding the outlook on work, self-efficacy, and coping responses. The central research question was, “What are the post-COVID-19 resilience experiences of 6th to 12th grade schoolteachers at the HCPS in the classroom?” Participants included 10-15 6th to 12th grade schoolteachers who taught before, during, and post the COVID-19 pandemic. The data was collected through individual interviews, letter writing, and a focus group, which are data collection methods appropriate for qualitative research. To analyze the data, I employed the five steps outlined by Moustakas, for this research study type, to include horizonalization, reduction and elimination, clustering, the development of textural and structural descriptions, and essence extraction The three themes that emerged from the study were challenges, resilience, and self-efficacy.