Teaching Through Disruption: A Phenomenological Study of Motivation, Demotivation, and Coping Among K-8 Teachers Before After COVID-19

This book explores how educators can sustain meaningful learning in times of uncertainty, drawing on both scholarly research and the lived experiences of teachers who continue to lead with resilience, courage and creativity. It examines teacher motivation, demotivation, and coping strategies among K-8 teachers in the pre- and post-COVID-19 eras, offering a single comprehensive source rather than separate studies. Using a qualitative phenomenological approach, the author studied the lived experiences of 18 teachers from two public-funded district school boards in Greater Toronto Area. Findings reveal that unmet needs drive negative outcomes, while met needs energize teachers to thrive. Coping strategies were highlighted to provide resilience and hope, enabling teachers to overcome challenges. Some needs persisted across both eras, but others became more pronounced after COVID-19. The book underscores teachers' vital contributions and offers practical recommendations to sustain motivation, reduce attrition, and enhance well-being through effective coping strategies.