Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three open-ended questions. Responses were collected across 5 months. Three domains emerged: demands (e.g., navigating hybrid learning), resources (e.g., helpful teaching teams), and pandemic-related outcomes (e.g., burnout), along with 12 themes. Demands were the most frequently endorsed domain across the months, speaking to the diverse challenges teachers encountered during this stressful time. Resources were less frequently mentioned, yet signaled opportunities for intervention. Results suggest important implications for how teachers experienced pandemic teaching, such as lasting impacts on well-being, and suggestions to improve future stress and crisis response.

中文翻译：

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对教师在 COVID-19 期间的压力和幸福感经历的纵向定性探索

教师这个本来就容易承受高压力的群体，在 COVID-19 大流行期间经历了更高的需求和更少的资源。这项纵向研究利用归纳主题分析，通过回答三个开放式问题，探讨了 241 名 K-12 教师对压力源、支持和特定流行病影响的定性描述。收集了 5 个月的回复。出现了三个领域：需求（例如，混合学习）、资源（例如，有帮助的教学团队）和与流行病相关的结果（例如，倦怠），以及 12 个主题。需求是这几个月来最常被认可的领域，反映了教师在这段充满压力的时期遇到的各种挑战。资源很少被提及，但也预示着干预的机会。研究结果对教师如何经历流行病教学产生了重要影响，例如对福祉的持久影响，以及改善未来压力和危机应对的建议。