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

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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