Date of Award

Spring 5-5-2023

Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Ian Mette

Second Committee Member

Catharine Biddle

Third Committee Member

Maria Frankland

Abstract

This is a phenomenological case study of teachers at an independent high school in New England during the COVID era. It includes analysis of their recollections of their experiences during the emergency remote shutdown in 2020, and also of their experiences during the 2020-2021 school year, in which they worked under a difficult and complicated hybrid model. It examines their experiences adapting to the pandemic and their perspectives on how it has changed them and their teaching practices. Through interviews with teachers and analysis of documents, this study uncovers positive and negative effects of the school’s organizational responses to pandemic guidelines. The differential experiences of faculty members caused fractures in the school’s sense of community that teachers were hopeful would heal in the post-pandemic era. This study also includes the impact on the administrator who led the school (and conducted the study). The study reveals the importance of communication between administrators and teachers. It also has important implications for research methods for scholarly practitioners.

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