Going the distance: The teaching profession in a post-COVID world.

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Bibliographic Details
Title:	Going the distance: The teaching profession in a post-COVID world.
Authors:	Jabbar, Huriya¹, Holme, Jennifer Jellison²
Source:	Education Review (10945296). 2025, Vol. 32, p1-5. 5p.
Subject Terms:	Teacher retention, Educational leadership, COVID-19 pandemic, Education policy, Teacher organizations, Corporate culture, Job involvement, Vocation
Geographic Terms:	United States
Abstract:	This article reviews Going the Distance: The Teaching Profession in a Post-COVID World, a book that examines how the COVID-19 pandemic exposed and intensified longstanding challenges in the U.S. teaching profession, including increased workload, deprofessionalization, and teacher retention struggles. Drawing on unique longitudinal data from 75 teachers across diverse states, the authors analyze teachers’ experiences during and after pandemic-related school closures, highlighting nuanced categories of workforce dynamics such as “leavers,” “movers,” and “dissatisfied stayers.” The book emphasizes the importance of teacher voice, supportive leadership, and collaborative school cultures in sustaining teacher commitment and offers policy recommendations to strengthen schools’ adaptive capacity for future crises. While the work provides critical insights into systemic issues and potential solutions, it notes that deeper exploration of racial inequities and the experiences of teachers of color would further enhance understanding. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	This article reviews Going the Distance: The Teaching Profession in a Post-COVID World, a book that examines how the COVID-19 pandemic exposed and intensified longstanding challenges in the U.S. teaching profession, including increased workload, deprofessionalization, and teacher retention struggles. Drawing on unique longitudinal data from 75 teachers across diverse states, the authors analyze teachers’ experiences during and after pandemic-related school closures, highlighting nuanced categories of workforce dynamics such as “leavers,” “movers,” and “dissatisfied stayers.” The book emphasizes the importance of teacher voice, supportive leadership, and collaborative school cultures in sustaining teacher commitment and offers policy recommendations to strengthen schools’ adaptive capacity for future crises. While the work provides critical insights into systemic issues and potential solutions, it notes that deeper exploration of racial inequities and the experiences of teachers of color would further enhance understanding. [Extracted from the article]
ISSN:	10945296
DOI:	10.14507/er.v32.4249