The COVID-19 pandemic required schools to be more flexible in relation to their selection of an instructional modality, adopting virtual or hybrid schedules for instruction if face-to-face instruction was not possible (Rogers & Ishimoto, 2020). This change led to educators conducting classrooms virtually and interacting with students and coworkers in person less frequently, if ever. Understanding how different instructional modalities affect the level of job satisfaction educators' experience could provide educational leaders with valuable information for effective recruitment and retention practices. Evidence of prospective job satisfaction also served as a benchmark that documented how educators were impacted by the global pandemic during the 2020 school year. Moreover, teachers' voices are amplified through the analysis of their survey results. This will provide additional information about how instructional modality impacted their perceived job satisfaction. Understanding how these instructional practices affect the perceived job satisfaction of teachers is a critical step in preparing the United States' educational system to move into the next phase. The pandemic and uncontrolled spread of a deadly virus resulted in most schools reducing the amount of face-to-face time that educational staff spent with each other and with students. These changes to the most basic services that a school district provides to the community had secondary effects that impacted parents and students in all areas of the state. The move to virtual or hybrid classrooms by the majority of the school districts in the state resulted in students learning from home and in teachers working in new learning modalities and districts having to be more flexible in all areas. Therefore, it is essential to gain an understanding of how the use of different learning modalities impacts educator job satisfaction. The COVID-19 pandemic required schools to be more flexible in the realm of instructional modality, adopting virtual or hybrid schedules for instruction if face-to-face instruction was not possible. This change led to educators conducting classrooms virtually and interacting with students and coworkers in person less frequently, and sometimes, not at all. Understanding how different instructional modalities affect the level of job satisfaction educators experience will provide educational leaders with valuable information for effective recruiting and retention practices. Evidence of prospective job satisfaction will also serve as a benchmark that documents how the global pandemic impacted educators during the 2020 school year. Moreover, teachers' voices will be amplified through analysis of their survey results. This will provide additional information about how the instructional modality impacted their perceived job satisfaction. Understanding how these instructional practices affect the perceived job satisfaction of teachers is a critical step in preparing the United States' educational system to move into the next phase. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]