Full Answer Section

The rationale for conducting a phenomenological inquiry to study the sense of well-being of high school teachers during the transition to a virtual classroom in a global pandemic is that it would allow for a deeper understanding of the teachers’ experiences than would be possible with other research methods.

A quantitative research method, such as a survey, would only be able to provide a superficial understanding of the teachers’ experiences. It would not be able to capture the nuances of the teachers’ experiences or how they make sense of them.

A phenomenological inquiry, on the other hand, would allow for a deeper understanding of the teachers’ experiences by allowing them to share their stories and perspectives in their own words. This would provide a more holistic understanding of the teachers’ sense of well-being and how it has been impacted by the transition to a virtual classroom in a global pandemic.

Here are some specific reasons why a phenomenological inquiry would be a justifiable approach to this topic:

• It would allow for a deep exploration of the teachers’ experiences. A phenomenological inquiry would allow the researcher to have in-depth conversations with the teachers about their experiences, which would provide a deeper understanding of their sense of well-being.
• It would allow for the identification of themes and patterns in the teachers’ experiences. By analyzing the data from the interviews, the researcher would be able to identify themes and patterns in the teachers’ experiences. This would provide a better understanding of how the teachers are making sense of their experiences and how their sense of well-being is being impacted.
• It would be a respectful approach to the teachers. A phenomenological inquiry would allow the teachers to share their stories and perspectives in their own words. This would be a respectful approach to the teachers and would allow them to have a voice in the research process.