Identifying Structural Inequity During COVID-19: Teachers’ Workload and Resources by Instructional Mode

Abstract

The COVID-19 pandemic has disproportionately affected students in segregated Black and Latine communities, highlighting the need for equitable workload and resources for teachers to support these students effectively. Analyzing the 2020–2021 National Teacher and Principal Survey data and guided by a critical quantitative framework, we found that teachers in predominantly Black and Latine schools had heavier workloads and were given less adequate resources than their counterparts in predominantly White schools, especially when they were teaching hybrid. We also found that teachers with hybrid instruction in predominantly Black and Latine schools who received more adequate resources were less likely to be dissatisfied and express their intention to leave teaching. Policy and leadership implications in times of crisis are discussed.

Keywords

COVID-19 pandemic large databases predominantly Black and Latine schools racially segregated schools resources structural inequity teacher policy teachers’ working conditions workload

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