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The Decline in Teacher Working Conditions during and after the COVID Pandemic. Working Paper No. 314-0325

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Bibliographic Details
Title: The Decline in Teacher Working Conditions during and after the COVID Pandemic. Working Paper No. 314-0325
Language: English
Authors: Sofia P. Baker, Cory Koedel, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 53
Publication Date: 2025
Document Type: Reports - Research
Descriptors: Teaching Conditions, COVID-19, Pandemics, Educational Environment, Online Courses, School Safety, Student Behavior, Student Responsibility, Instructional Leadership, Trust (Psychology), Principals, Teacher Administrator Relationship, Parent Teacher Cooperation, Teacher Collaboration, Institutional Characteristics, Socioeconomic Status, Well Being, Job Satisfaction, Barriers, Racial Composition, African American Students, Blended Learning
Geographic Terms: Illinois, Illinois (Chicago)
Abstract: We study changes to teacher working conditions from 2016-17 to 2022-23, covering school years before, during, and after the COVID pandemic. We show working conditions were improving leading into the pandemic but declined when the pandemic arrived. Perhaps more surprisingly, the peak of the pandemic was not a low point for teacher working conditions, which have continued to decline during the post-pandemic period. Teachers report worsening working conditions along many dimensions including the level of classroom disruptions, student responsibility, and safety, among others. They also report declines in trust between themselves and principals, parents, and other teachers. Trends in working conditions since the pandemic are similar in schools serving more and less socioeconomically advantaged students. However, schools in districts where online learning was the predominant mode of instruction during the 2020-21 school year have experienced larger declines than other schools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED673246
Database: ERIC
Description
Abstract:We study changes to teacher working conditions from 2016-17 to 2022-23, covering school years before, during, and after the COVID pandemic. We show working conditions were improving leading into the pandemic but declined when the pandemic arrived. Perhaps more surprisingly, the peak of the pandemic was not a low point for teacher working conditions, which have continued to decline during the post-pandemic period. Teachers report worsening working conditions along many dimensions including the level of classroom disruptions, student responsibility, and safety, among others. They also report declines in trust between themselves and principals, parents, and other teachers. Trends in working conditions since the pandemic are similar in schools serving more and less socioeconomically advantaged students. However, schools in districts where online learning was the predominant mode of instruction during the 2020-21 school year have experienced larger declines than other schools.