Middle school teachers work to create an environment suitable for distance learning, promoting consistency with instruction for middle-level students during the COVID-19 pandemic. The qualitative research inquiry studied middle school teachers. Using a phenomenological study, the researcher studied how nine middle school teachers made sense of education amid interruption of normal instruction during the COVID-19 pandemic. The theory of transformative learning supported this investigation. Four themes emerged from this research: forced readjustment with teacher-student interaction and quality education, consistency using a virtual platform, middle school teachers’ methods, and middle school teachers’ instructional practices. The researcher recommends the following: challenges that impacted teachers during the COVID-19 pandemic, disparities impacting the community in the area of technology readiness and other resources during the pandemic, student accountability, and achievement amid the coronavirus.



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