Files
Abstract
The COVID-19 pandemic significantly changed the challenges in elementary schools and has impacted teacher attrition rates in the United States. School leaders must develop their capacity for differentiating support to combat teacher stress levels. This study explores the challenges that elementary school teachers face in one suburban school district post-COVID-19 and how these challenges influence their perceptions of support from school leaders. Literature around three major themes supported this study: challenges through the perspective of suburban elementary teachers in the post-pandemic teaching era, definitions of support in an elementary setting after the year 2020, and different types of administrative support structures and their influence on teacher job satisfaction and working conditions. The research examines teacher resilience, self-efficacy, and support structures through three action research cycles. Data collected through surveys, interviews, and observations reveal a decline in student academic and behavioral stamina, a need for differentiated social support, and the importance of positive teacher-leader relationships. Findings emphasize the role of emotional intelligence and discernment by school leaders in supporting teachers’ resilience and self-efficacy.