TABLE 2.

Qualitative code book.

Category	Code	Example
Autonomy, Control, and Voice: Areas in which teachers were explicitly granted or denied autonomy or control.	Curriculum and Instruction	“I don’t know how exactly we’re going to do the digital class I have this school year…They said it was totally left up to the teacher…” (Irene).
	Platform/LMS /tech	“Some people still use Google Meet though, because they were used to Google Meets, so some teachers are kind of doing what they want to do. But we’re supposed to be using Zoom.” (Dara)
	Schedule/time	“When [school leaders] were like, ‘Let’s have a one-hour meeting about self-care,’ and people were like, ‘I think it would be better self-care for me to use that time grading.”’ (Nancy).
	Modality	“No one ever asked us. Wisteria never sent a survey… I would have been so much less stressed if they would have just let the teachers who are high risk or who didn’t want to come back do the virtual piece, and let the teachers who were willing to come in do the face to face.” (Monica)
	Lack of interest in teacher input/expertise	“And it was not protesting bringing the students back. It was protesting the way that the county had decided to reopen. And they did it without input from teachers. And they did it without consulting what the day to day would look like from us.” (Kristi)
Emotion Regulation and Coping: Strategies and resources that supported participants’ ability to mitigate demands and regulate their emotions	Intentions to leave/stay	“There’s certainly just general aspects of being in the classroom that were wearing me down that I knew I wanted to move out of the classroom. So, maybe I felt a little stronger this past year, perhaps.” (Barbara)
	Reappraisal	“[As] bad as it was, having to work from home for those few months in the spring of 2020, I think it gave me some more perspective for working with those virtual kids for the whole of last year.” (Nancy)
	Suppression	“[It] was so much with we’re going back here, we’re not going back…We just were always on edge, so we’re just gonna do what they tell us to do and not think about anything else. Because if you keep thinking about what they may do, it increases the anxiety.” (Dara)
	Wellbeing promoting practices	“I think meditation, I started yoga, and that was definitely helpful. Driving with no sound on the way home.” (Monica)
	School-based resources	(a) Collegial support (“Then we started pulling together our own sort of in-house team to get ready and I was part of that. And coming to that meeting made me feel a little better,” Barbara) (b) Administrative support (“I think my principal was more accommodating as a human to the teachers during the pandemic. A lot of the pressure that other schools or other teachers may have felt, my principal was more lax on the teachers because people were worried, people were stressed out, people had family members die,” Dara) (c) Technical support (“Having that teacher that was like a liaison or [virtual course] expert, he was constantly coming out with videos, you need to know how to do this, here’s a video for you. So he was always available and he tried to stay ahead of the curve,” Irene) (d) Social-emotional resources (“To my principal’s credit…Wednesdays, she would have a social worker come in and go through mindfulness exercises and things like that,” Monica)
Perception of Safety: Aspects of participants’ teaching context that informed their perceptions of safety at school.	Lack of concern for teachers’ safety	“[The former superintendent] did an interview and the interviewers were asking him to address the teachers who are concerned about COVID, and he said something like, ‘Oh, the teachers are just confused.”’ (Nancy)
	Inadequate protocols, policies, and guidance from leadership	“We really didn’t have any guidance as to what to tell parents. We didn’t have a closure matrix. We didn’t have a set number of cases. They did not contact trace.” (Monica).
	Lack of emotional safety	“I attempted to express my frustrations, but then I was told I was negative and not a team player, which was, in essence, ‘We don’t care,’ you know?” (Kristi)
	Strong, strictly implemented protocols and procedures	“We all stayed healthy, if anything healthier than other years because I didn’t get a cold. You know, all the things we get from the kids we didn’t get…because we had masks on.” (Barbara)
	Lack of transparency about risk	“[Cases] were not reported. Either students and their parents were not going to the hospital or a doctor, and if they were, we do not feel like they were reporting back because we had some student that were not there for a long time, but in their computer system, it wasn’t mark ‘COVID excused absence.”’ (Irene).
Emotions: The specific emotions participants attributed to their pandemic teaching experiences	Negative emotions	Anger/frustration, Anxiety, Discomfort/unease, Exhaustion/overwhelmed, Fear, Hopelessness/loss of excitement, Isolation/loneliness, Sadness/despair/grief, Stress, Uncertainty
	Positive emotions	Gratitude/enjoyment, Optimism/excitement, Pride

Additional codes and categories were developed before quantitative data had been analyzed. This table includes only those codes and categories that were relevant in explaining the statistically significant relationships identified in the quantitative phase.