COVID-19 has had tremendous effects on all aspects of society. In the intervening years, there have been issues with finances, health, and education (Duraku & Hoxha, 2020; Harris, 2020; ODE, 2020; Safi, et al., 2020; Terada, 2020; Whittaker, 2020). The purpose of this study was to understand the effects of the COVID-19 pandemic on the job satisfaction and mental health of middle level teachers in Pennsylvania. This study was viewed through the lens of the social constructivist theory and ontological framework. The research question guiding this study was: What are the perceived effects of educational disruptions related to the COVID-19 pandemic on Pennsylvania middle level teachers' job satisfaction and mental health? A qualitative phenomenological study was determined to be the best method for completing this research. Participants were individuals who self-identified as teachers who had taught middle level prior to, during, and after the COVID-19 pandemic in a traditional brick-and-mortar school in Pennsylvania. Semi-structured interviews were conducted and data collected was analyzed for common themes during data analysis. Four themes were identified within this study: increase in technology, academic accountability, student behavioral accountability, and work culture. Findings showed that teachers continue to struggle years after COVID-19, and that administrative support plays a major role in this. Recommendations include replicating the study with a more diverse population as well as looking at how policy and decision makers could work to help teachers. The results of this study add to existing literature regarding teacher job satisfaction and mental health in the wake of the COVID-19 pandemic. [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.]