(No) Common Time: High School Teachers’ Collaborative Work During a Pandemic and Beyond"

Name: (No) Common Time: High School Teachers’ Collaborative Work During a Pandemic and Beyond"
Published: 2025-06-02
License: This work is licensed under an Other license created by the data depositor. Please refer to the LICENSE file, which should be located alongside the project data and documentation.

Principal Investigator(s): View help for Principal Investigator(s) Jeremy T. Murphy, College of the Holy Cross

Version: View help for Version V1

American Educational Research Association Data Repository

Name	File Type	Size	Last Modified
Data Access.pdf	application/pdf	29.1 KB	06/02/2025 11:17:AM
Interview Protocol.pdf	application/pdf	58.2 KB	06/02/2025 11:15:AM
Participant Consent Form.pdf	application/pdf	75 KB	06/02/2025 11:14:AM

Project Citation:

Murphy, Jeremy T. (No) Common Time: High School Teachers’ Collaborative Work During a Pandemic and Beyond" . Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-06-02. https://doi.org/10.3886/E231741V1

Project Description

Summary: This qualitative study traces high school teachers’ collaborative work before, during, and after pandemic-induced remote schooling. Conducted over three school years, interviews with teachers and instructional coaches at two urban high schools revealed that although teachers were more physically isolated than ever during remote schooling, collaboration increased substantially. A flexible remote schedule introduced unprecedented common time in teachers’ normally packed workdays. This change shifted norms of isolation among teachers and fostered sustained collaboration on instruction and student outreach. Participants valued the alternative workplaces these changes permitted and hoped they might outlive remote schooling. However, interviews conducted after schools reopened revealed that collaboration had, with some exceptions, largely returned to pre-pandemic practices at both schools. These findings complicate our understanding of teachers’ work during and after COVID-19, extend limited scholarship on teacher collaboration at the high school level, and offer an empirical investigation of the critical relationship between teacher collaboration and time, an undeveloped area. Implications for school leaders and policymakers are offered.

Scope of Project

Subject Terms: teacher collaboration; teacher workplaces; COVID-19; time; high schools

Methodology

Data Source: Data come from interviews with teachers at two comprehensive high schools in one, midsize urban school district.

Collection Mode(s): face-to-face interview

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Published Versions

V1 [2025-06-02]

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