Document Type
Article
Publication Date
8-16-2021
Keywords
COVID 19, teachers, teacher turnover, students, teacher shortage, teacher effectiveness
Abstract
The 2020-2021 academic year was a year like no other. After nationwide school closures during the spring of 2020, schools reopened in the fall of 2020 using combinations of in-person, hybrid, and remote learning models. Teachers had to adapt to unexpected conditions, teaching in unprecedented ways, using synchronous and asynchronous instruction, while also being challenged to establish connections with students, families, and colleagues. Health concerns added to the mix as some teachers went back to in-person education during the height of the pandemic. As a result, teachers' levels of stress and burnout have been high throughout these unusual pandemic times (Diliberti et al., 2021), raising concerns about a potential increase in teacher turnover and future teacher shortages (Goldberg, 2021; Lavery, 2020).
Series Title
EDRE Research Brief
Series Number
2021-01
Citation
Zamarro, G., Camp, A., Fuchsman, D., & McGee, J. B. (2021). Understanding how COVID-19 has Changed Teachers’ Chances of Remaining in the Classroom. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/127
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Educational Administration and Supervision Commons