First Advisor

Pugh, Kevin

Second Advisor

Bergstrom, Cassendra

First Committee Member

Paek, Sue-Hyeon

Second Committee Member

Farber, Matthew

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

12-2025

Department

College of Education and Behavioral Sciences, Psychological Sciences, SPS Student Work

Abstract

The purpose of this study was to examine the impact of the COVID-19 pandemic on the psychological well-being of higher education educators—specifically stress, anxiety, depression, alienation, and burnout—and to identify the coping strategies they employed while adapting to emergency hybrid instruction. This study was guided by the following research questions: What were the primary psychological impacts on higher education instructors’ well-being during the COVID-19 pandemic? How did the pandemic influence instructors’ experiences of stress, anxiety, depression, alienation, and burnout? Additionally, in what ways did educators cope with the instructional and professional challenges that emerged during this period? Guided by a constructivist framework, the study utilized thematic narrative analysis to explore educators’ lived experiences as they navigated rapidly shifting instructional demands. Semi-structured interviews with five participants elicited detailed personal narratives that reflected their cognitive, emotional, and professional responses during the transition to emergency hybrid teaching. The analysis produced four overarching constructs: Well-Being, which encompassed educators’ experiences of stress, anxiety, depression, burnout, alienation, and their coping strategies; Emergency Hybrid Teaching Challenges, Professional Development Support, and Student Equity and Engagement Concerns. Collectively, the findings illustrate the interconnected nature of pedagogical adaptation, emotional resilience, and institutional support within higher education during times of disruption. The study underscores the importance of establishing systemic structures that foster equitable learning environments, prioritize faculty well-being, and provide continuous professional development to enhance educator preparedness in both crisis and non-crisis contexts.

Abstract Format

html

Language

English

Extent

175 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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