We conducted a qualitative research project to explore the dynamics of cultural conflicts in K-12 public schools and their impact on teachers. Our main objective was to understand how teachers experience political polarization in their day-to-day work. We aimed to answer the following research questions:

• When and how do teachers encounter political polarization in their daily work?
• What are the effects of polarization on teacher burnout and teaching quality?

To address these research questions, we conducted comprehensive video interviews with teachers who are currently or recently employed in public schools in the United States. This report presents a compilation of the narratives we gathered from these interviews.