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This study provides direct evidence using unique longitudinal time use and affect data from 131 teachers in one district across the 2019–2020 school year. It details instructional activities, positive and negative affect during those activities, and changes in work experiences post-COVID. Results show reduced daily instructional minutes replaced by planning, paperwork, and more colleague and parent interactions, with overall affect unchanged while activity-specific affect shifts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-time-use-and-affect-before-and-after-covid-19-school-closures/591157/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-time-use-and-affect-before-and-after-covid-19-school-closures/591157.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study measure teachers’ time use and affect?","Question",{"text":112,"@type":113},"It uses longitudinal time use and affect data from 131 teachers and employs the day reconstruction method (DRM) to capture work activities and specific emotions during a school day.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What changes in teachers’ instructional work occur after COVID-19 closures?",{"text":117,"@type":113},"The study finds a large reduction in daily instructional minutes, which is replaced by increased planning, paperwork, and interactions with colleagues and parents.",{"name":119,"@type":110,"acceptedAnswer":120},"Do teachers’ overall positive and negative affect change after COVID-19?",{"text":121,"@type":113},"Overall positive and negative affect do not change post-COVID, but teachers’ affective responses to specific work activities do, including increased positive affect when with students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591157,1792171681,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–14 DOI: 10. 1177/23328584211068068  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nTeachers’Time Use and Affect Before and After COVID-19 School  \nClosures  \nNathan D. Jones  \nBoston University  \nEric M. Camburn  \nUniversity of Missouri-Kansas City  \nBenjamin Kelcey  \nUniversity of Cincinnati  \nEsther Quintero  \nAlbert Shanker Institute  \nSeveral large-scale survey efforts have attempted to understand teachers’ experiences in the early months of the pandemic. Our study complements this literature by providing direct evidence of teachers’work prior to and after the onset of COVID- 19. We leverage unique longitudinal time use and affect data on 131 teachers from one district across the 2019–2020 school year. Specifically, we provide a full accounting of teachers’ instructional activities, their reports of their positive affect and negative affect while engaged in these activities, and the extent to which teachers’ work experiences changed post-COVID. Our results suggest a large reduction in teachers’daily instructional minutes, which were replaced with increased planning, paperwork, and interactions with colleagues and parents. Teachers’overall positive and negative affect did not change postCOVID. But teachers’affective responses to specific work activities did. Post-COVID, we saw increases in teachers’positive affect when with students.  \nKeywords: descriptive analysis, educational policy, hierarchical linear modeling, measurements, teacher assessment, teacher cognition, teacher context  \nIntroduction  \nIn the spring of 2020, the COVID-19 pandemic led to a shutdown of school buildings across the United States and a subsequent unplanned nationwide transition to distance learning. For teachers, these school closures resulted in a transformation of many facets of their work, requiring them to take on new and often shifting roles, including learning new technologies and juggling work and home responsibilities (see Hamilton et al., 2020; Kraft et al., 2021, for more details). In-person teaching in schools has long been characterized by its predictable daily structure, 1 but the pandemic, as has been evidenced in several large-scale surveys, introduced unprecedented changes in teachers’ daily time use (Educators for Excellence, 2020; Hamilton et al., 2020; Kraft et al., 2021) . And, the pandemic also had adverse effects on many teachers’ overall well-being, with increases  \nin stress, anxiety, and burnout (Diliberti & Kaufman, 2020; Reich et al., 2020; Will, 2020) .  \nIt is clear that the pandemic introduced a massive exogenous shock to the work lives of teachers, and a number of studies have begun to shed light on how teachers navigated these rapid, unplanned changes to their working conditions. At the same time, prior COVID-19 research shares a fundamental limitation—most existing studies rely exclusively on evidence collected after schools closed. There remains a need for evidence about how teachers’ work changed as a result of the pandemic, requiring data collected both before and after school closures. There is also a need for data on how teachers experienced specific work activities during this time. We know that COVID-19 resulted in elevated levels of stress and burnout, but how did teachers’ in-themoment responses to work change as a result of the  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ","cbCaimoty6weWjp7","https://ap.wps.com/l/cbCaimoty6weWjp7","pdf",404470,14,"English","# Introduction\n# Teacher Time Use","[{\"question\":\"How does the study measure teachers’ time use and affect?\",\"answer\":\"It uses longitudinal time use and affect data from 131 teachers and employs the day reconstruction method (DRM) to capture work activities and specific emotions during a school day.\"},{\"question\":\"What changes in teachers’ instructional work occur after COVID-19 closures?\",\"answer\":\"The study finds a large reduction in daily instructional minutes, which is replaced by increased planning, paperwork, and interactions with colleagues and parents.\"},{\"question\":\"Do teachers’ overall positive and negative affect change after COVID-19?\",\"answer\":\"Overall positive and negative affect do not change post-COVID, but teachers’ affective responses to specific work activities do, including increased positive affect when with students.\"}]","Teachers’Time Use and Affect Before and After COVID-19 School Closures | PDF",1792071243,35]