Post-Pandemic Pedagogical Trauma: A Longitudinal Study Of Teacher Burnout And Curriculum Reform Resistance

Abstract

The paper explores the long-term consequences of the COVID-19 pandemic on educators to examine two essential outcomes: teacher burnout and curriculum reform opposition. Based on the paradigm of educational psychology, and organizational behavior, the study will use a longitudinal design to study the changing experiences of teachers working in various educational institutions. The ultimate goal is to determine the long-term impacts of pandemic-related pedagogical trauma on the relations of teachers to the further curriculum changes. The research incorporates both qualitative interviews and quantitative surveys, which are complemented with the information on the educational institutions, in order to determine the essential factors that are the basis of burnout and resistance. The results indicate that educators have been under a considerable amount of stress because of the sudden transition to the new teaching method and the issues of hybrid classes, which have left a permanent imprint on their professional welfare. Moreover, the unwillingness to implement new curriculum changes is associated with the perceived insufficiency of post-pandemic working conditions and professional development. The work offers useful information to policymakers, educational leaders, and interested parties who aim at helping teachers to work in post-pandemic settings and create a sustainable teaching environment.