Being a Teacher during Covid-19

This paper is the first to be produced from a collaborative project between a Management academic and Professor of Education, which explores the impact of Covid-19 upon teacher identities. Here we present a Critical Discourse Analysis of interview data which highlights the competing pressures that faced one teacher during Covid-19. Our findings suggest that school leadership responses were key to how teachers experienced their roles during the pandemic and that teachers with care responsibilities found the adjustments particularly challenging. This project will form the foundation of a book, to be edited by the authors of this paper, which will highlight further themes around teaching and Covid-19. Our aim is to inform education policy and practice in a post-Covid era