The COVID-19 pandemic disrupted educational systems worldwide, compelling educators to rapidly adapt to unprecedented challenges. This dissertation presents the findings of a phenomenological study that delves into the perceptions and experiences of teachers during the COVID-19 pandemic. The research explores the multifaceted impact of the pandemic on the teaching profession, shedding light on the lived experiences of educators as they navigated the uncharted waters of remote and hybrid teaching. While school districts prepared for the return of students in the autumn, some educators were grappling with the reality that, in addition to being unprepared, they had placed themselves and their families at risk of catching the novel coronavirus known as SARS-CoV-2, or COVID-19. In December 2019, the World Health Organization proclaimed COVID-19 to be a pandemic. The research evaluated Lerner, R. M. (2018). Erickson's 1959 psychosocial development model (4th ed.). New York: Routledge. https://bibliotheek.ehb.be:2102/10.4324/9780203581629 is commonly used as a framework to understand human development and emotions. The researcher looked at data regarding teachers' perspectives and experiences about being in the classroom when staff members needed social and emotional healing just as much as students did. During the global pandemic, in-person interviews asked educators about their experiences and personal views regarding face-to-face instruction amidst COVID-19 concerns. Through thematic analysis and in-depth interviews, the study uncovers the intricate tapestry of emotions, coping strategies, and resilience exhibited by teachers in the face of uncertainty and adversity. The research reveals the evolving roles of educators as they transitioned from traditional classroom settings to digital platforms, addressing the implications of this transformation for pedagogy and student-teacher relationships. Furthermore, the study examines the various support mechanisms and professional development opportunities provided to teachers during the pandemic and their effectiveness in equipping educators with the requisite tools to meet the evolving needs of their students. It also investigates teachers' challenges and disparities in different educational settings and geographic regions. The findings of this phenomenological study offer valuable insights into the intricate and dynamic teaching landscape during a global crisis. By elucidating educators' experiences, perspectives, and coping strategies, this research contributes to a deeper understanding of the impact of the COVID-19 pandemic on the teaching profession. It provides a foundation for recommendations and future research to bolster educational resilience and adaptability in facing unforeseen challenges. [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.]