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'We Were Kept in the Dark': Teacher Perspectives on Return to Learning Plans

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Title: 'We Were Kept in the Dark': Teacher Perspectives on Return to Learning Plans
Language: English
Authors: Tim Pressley (ORCID 0000-0003-3670-9751), Mathew Kidd, Sarah Wheatley
Source: Improving Schools. 2025 27(2-3):71-87.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Elementary School Teachers, Secondary School Teachers, COVID-19, Pandemics, Reentry Workers, Teacher Burnout, Teacher Administrator Relationship, Measures (Individuals), Teaching Load, Adjustment (to Environment), Teacher Attitudes
Assessment and Survey Identifiers: Maslach Burnout Inventory
DOI: 10.1177/13654802251401643
ISSN: 1365-4802
1475-7583
Abstract: This mixed-methods study explored teachers' perceptions of their districts' "return-to-learning" plans, the policies and instructional models used to resume schooling during the 2020 to 2021 academic year following pandemic closures. Using the Job Demands--Resources model, we examined how these plans related to teacher burnout and perceptions of administrative support. The sample included 407 K-12 teachers from 33 U.S. states who completed an electronic survey with validated measures and short-answer questions. Quantitative results indicated that teachers who viewed their district's return-to-learning plan as unsuccessful reported significantly higher burnout and lower administrative support than teachers who viewed their plan as successful. Qualitative analyses revealed that teachers dissatisfied with their district's plan described increased workload, lack of administrative support, and difficulties implementing COVID-19 safety and instructional policies. Teachers who viewed their district's plan as effective emphasized clear communication, administrative flexibility, and respect for teacher input. These findings underscore the importance of administrative support, transparency, and workload management in mitigating burnout during periods of educational disruption.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490942
Database: ERIC
FullText Text:
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  Data: 'We Were Kept in the Dark': Teacher Perspectives on Return to Learning Plans
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  Data: <searchLink fieldCode="AR" term="%22Tim+Pressley%22">Tim Pressley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3670-9751">0000-0003-3670-9751</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathew+Kidd%22">Mathew Kidd</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Wheatley%22">Sarah Wheatley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Improving+Schools%22"><i>Improving Schools</i></searchLink>. 2025 27(2-3):71-87.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Reentry+Workers%22">Reentry Workers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Load%22">Teaching Load</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: 10.1177/13654802251401643
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  Data: 1365-4802<br />1475-7583
– Name: Abstract
  Label: Abstract
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  Data: This mixed-methods study explored teachers' perceptions of their districts' "return-to-learning" plans, the policies and instructional models used to resume schooling during the 2020 to 2021 academic year following pandemic closures. Using the Job Demands--Resources model, we examined how these plans related to teacher burnout and perceptions of administrative support. The sample included 407 K-12 teachers from 33 U.S. states who completed an electronic survey with validated measures and short-answer questions. Quantitative results indicated that teachers who viewed their district's return-to-learning plan as unsuccessful reported significantly higher burnout and lower administrative support than teachers who viewed their plan as successful. Qualitative analyses revealed that teachers dissatisfied with their district's plan described increased workload, lack of administrative support, and difficulties implementing COVID-19 safety and instructional policies. Teachers who viewed their district's plan as effective emphasized clear communication, administrative flexibility, and respect for teacher input. These findings underscore the importance of administrative support, transparency, and workload management in mitigating burnout during periods of educational disruption.
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  Data: 2025
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  Data: EJ1490942
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490942
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        Value: 10.1177/13654802251401643
    Languages:
      – Text: English
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        PageCount: 17
        StartPage: 71
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Reentry Workers
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      – SubjectFull: Teacher Burnout
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      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Teaching Load
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Maslach Burnout Inventory
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      – TitleFull: 'We Were Kept in the Dark': Teacher Perspectives on Return to Learning Plans
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