Focusing on ESOL teachers’ well-being during COVID-19 and beyond

Abstract

Abstract The study reports the challenges that primary school ESOL teachers in the United States face because of the unexpected instructional changes during the COVID-19 pandemic and how these challenges appear to have affected the well-being of these teachers. Findings indicate that the participants’ stress levels increased due to the lack of support and compassion from school administrators, the lack of communication and connection with other teachers, increased workloads, teaching students with different levels of proficiency virtually, and a lack of technological devices for students. The newly emerged challenges have resulted in ESOL teachers reporting emotional and physical effects that did not exist before the pandemic. Based on the findings, we provide recommendations for school leaders and practical suggestions for ESOL teachers which can be applied during the pandemic and afterwards. We propose that ESOL teachers’ well-being should be on the agenda of school administration since teachers are on the frontlines of education.