Angela Sanders Dissertation Defense, Wednesday, October 22, 2025 @ 10:00 am Central Time

COMMITTEE CHAIR: Dr. Douglas Hermond

TITLE: TEACHERS’ PERSPECTIVES ON SYSTEM DYNAMICS THAT IMPACT FOURTH-GRADE READING FOLLOWING THE COVID-19 PANDEMIC

ABSTRACT: The COVID-19 pandemic profoundly disrupted education systems worldwide, creating complex challenges that continue to impact student learning outcomes. This qualitative phenomenological study explored fourth-grade teachers’ perspectives on the systemic dynamics that impact reading instruction and student achievement in the aftermath of the pandemic. Using Bronfenbrenner’s Ecological Systems Theory focused on the microsystem and mesosystem and Vygotsky’s Sociocultural Theory as guiding frameworks, this study examined how educators interpret and respond to changes within their immediate instructional environments and broader educational contexts. Data were collected through semi-structured interviews with purposively selected fourth-grade teachers in a rural Texan school district with a majority African American and Hispanic/Latino demographic. Participants shared their lived experiences of navigating post-pandemic instructional realities, including gaps, social–emotional challenges, curriculum misalignment, and evolving policy demands. The interviews were transcribed and analyzed thematically using inductive coding to identify recurring patterns and produce critical insights. The findings revealed six central themes: (1) an emphasis on foundational reading skills, (2) misalignment between curriculum expectations and student readiness, (3) a need for additional human support and intervention, (4) declining intrinsic motivation and limited home literacy support, (5) the need for additional human support to facilitate small-group instruction, and (6) a call to attribute greater value to teachers’ voices in policy and practice. The teachers interviewed expressed deep concerns about the long-term implications of interrupted learning and emphasized the need for systemic support, which should include differentiated instruction, increased staffing for small-group interventions, and administrative responsiveness to their professional insights. This study contributes to the growing body of literature on post-pandemic education by centering teachers’ voices and highlighting their critical role in shaping effective literacy instruction. The findings underscore the importance of inclusive decision-making, equity-driven policies, and contextually responsive practices in rebuilding strong reading foundations. The recommendations include leveraging teacher expertise in policy formation, fostering family–school partnerships, and addressing structural barriers that hinder literacy development. By amplifying teachers’ perspectives, this research offers meaningful insights for educators, administrators, and policymakers working to close reading achievement gaps and support holistic student recovery in a post-pandemic landscape.

Location Online:

Zoom Link: https://pvpanther.zoom.us/j/98164338348?pwd=oiJP5qoLdkjiLg6K96lofQ8Vck2WP4.1

Meeting ID: 981 6433 8348

Passcode: 798833