"I Gave it All, Who Gave it to Me?" A Qualitative Study of Challenges Experienced by Faculty During the COVID-19 Pandemic

Abstract

The COVID-19 pandemic appears to be no more a global health crisis, yet, the aftermath of the pandemic does not simply dissipate. The predicaments higher education faculty wrestled with throughout the pandemic not only represent the evidence of their strains, sacrifices, determination, and beliefs but also harbor implications for higher education’s future. We carried out a phenomenological study and invited faculty to gaze back at consequential difficulties they encountered in navigating the arduous pandemic period. The sample consisted of fourteen faculty of a national public university in U.S. who were in different career stages and had varying levels of teaching experience. One-on-one semi-structured interviews were conducted. Thematic analysis was performed for coding. The analysis yielded four themes: missing engagement and relationships, elusive balance between compassion and integrity, multiplying of labor, and absence of support. The findings revealed the pandemic amplified some issues deeply entrenched in the higher education. Accordingly, we make two calls. The first call is the pedagogical support to faculty for promoting their competence to teach online given the trend of hybrid education. The second call centers on providing faculty occupational support by different stakeholders to validate emotional labor, reduce gender inequalities, alleviate faculty’s already heavy workload, and appreciate the increased complexity of teaching at times of uncertainty. By responding to such calls immediately, thoroughly, and systemically will faculty across gender, race/ethnicity, and academic status, etc., be more empowered, invigorated, and prepared to face the post-pandemic era fraught with challenges and opportunities.