Date of Award

6-2-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Trinetia Respress

Abstract

The COVID-19 pandemic significantly disrupted the educational landscape, creating unprecedented challenges for instructional leaders. This qualitative phenomenological study explored how middle school leaders in Tennessee navigated these challenges, particularly regarding excessive teacher absenteeism, mental and physical health concerns, teacher retention, and the design and provision of instructional support. By capturing the lived experiences of middle school leaders, this study examined their self-efficacy in addressing these post-pandemic issues and their preparedness to support teachers effectively. Utilizing a phenomenological approach, the study investigated the perceptions and strategies of middle school leaders who served in grades 5 through 8 before, during, and after the pandemic, with a minimum of six years of leadership experience. Through in-depth interviews, participants shared insights into their roles, responsibilities, and the obstacles they faced in fostering a stable and supportive school environment. The findings highlighted the need for targeted district-level support, structured crisis response plans, and comprehensive strategies to improve teacher well-being and retention. By amplifying the voices of middle school leaders, this study contributed to the development of practical support plans that aligned with teacher needs, ultimately enhancing working conditions, increasing self-efficacy, and fostering a positive school climate. The results provided valuable guidance for future school and district leaders in building resilient and responsive systems that better prepare educational institutions for future crises.

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