In this study, I examined the role of work stress on urban, public school K-12 teachers who left or considered leaving their careers within the last two years due to the impacts of the COVID-19 pandemic. Grounded in the theoretical framework of self- determination theory, which illustrates three basic human needs for professional vitality (autonomy, competence, and relatedness), I asked two research questions: (a) What role, if any, did work stress related to the impacts of COVID-19 have on participants' experience in their teaching career? and (b) What macro-level (society, school district) and micro-level (individual teacher) navigational strategies do teachers recommend to address potential future events of this magnitude? This study followed a qualitative, narrative research design. Applying purposeful sampling, I recruited and interviewed 10 urban, public-school K-12 teachers who left or considered leaving their careers within the last two years due to the impacts of the COVID-19 pandemic. I conducted 45-60-minute semi-structured interviews and utilized Saldana's coding methods for analysis. Following data analysis, I identified three themes answering the first research question on the role of work stress on participants, including: (a) confronting changing working conditions, (b) navigating an expanding workload and expectations, and (c) facing the uncertainty of work. I also identified five themes answering the second research question on recommended macro- and micro-level navigational strategies, including: (a) opportunities for career stability, (b) therapy resources, (c) accountability from parents and students, (d) social emotional skills, and (e) resources for supports. In thinking through implications for theory and practice, I highlighted four key takeaways for consideration by teachers, school leaders, and educational stakeholders: (a) need for stability in complex careers in education, (b) need to emotionally and physically separate work and home, (c) need to recalibrate following disruption to the educational system, and (d) need to prepare for politicized careers in education. [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.]