Date of Award
9-22-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Karen Buchanan; Ross Larsen
Abstract
This qualitative, phenomenological study explored the lived experiences of middle school teacher-parents (MST-Parents) during the COVID-19 pandemic in an urban school district in southeastern Mississippi. The research investigated how educators balance professional responsibilities with familial obligations during a public health emergency. Semi-structured interviews with eight participants identified role ambiguity, deficits in institutional support, and resource limitations as significant stressors. To balance their dual role demands, participants depended significantly on the assistance of colleagues. Numerous findings aligned with the study's theoretical framework; however, a notable limitation in participant feedback, particularly about instructional and technical support from their children's schools, necessitated additional focused research and a revised interview guide. The results emphasize the necessity for educational institutions and districts to develop tailored training, adaptable rules and reg
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Stanfield, Harold Wayne, "Education Pandemonium: A Phenomenological Study Exploring the Lived Experiences of Middle School Teacher-Parents’ During the COVID Crisis" (2025). Student Theses and Dissertations. 1094.
https://arch.astate.edu/all-etd/1094
