Teaching demands and resources: early childhood teachers' experiences of remote and hybrid instruction during COVID-19 in the United States

ABSTRACT

Anchored in the Job Demands-Resources (JD-R) model, this study investigated the remote and hybrid teaching experiences of seven early childhood teachers (teaching preschool-1st grade) during the 2020-2021 school year amidst COVID-19 in the United States. They were all female (Age = 33-54 years, M = 44 years). Each teacher was interviewed for 30-60 min (M = 40 min) virtually via Zoom. Thematic analysis of the data revealed three main themes linked to teaching demands (1) the challenge of implementing developmentally appropriate practice effectively, (2) the difficulty of managing the increased teaching workload, and (3) the barriers to promoting student engagement. It also highlighted two salient themes related to teaching resources (1) institutional support, and (2) emotional support from the students' parents. Embedded within institutional support, there were two distinct types (1) vertical support, referring to the professional and emotional support from education leaders, and (2) horizontal support, referring to the instrumental and emotional support from fellow teachers.