Critical Teacher Leadership and Wellness During Medical, Social, and Racial Unrest

Abstract

This phenomenological study explores the experiences of critical teacher leaders as they navigated shifting expectations, re-imagined teaching and learning structures, supported students’ expanding social and emotional needs, and addressed political interference in their work. The findings demonstrate that critical teacher leaders have not prioritized their wellness and wellbeing. In light of these findings, it is particularly important that school leaders and teachers collaborate to create structured and ongoing opportunities for teachers to learn how to maintain wellness and wellbeing.