An Improvement Science Dissertation in Practice: Promoting Teacher Retention and Preventing Burnout among Elementary and Middle School Educators
A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.
The date of graduation for Jacki L.Spring is May 2024.
Abstract
This study aims to increase retention by providing teachers with strategies to decrease teacher burnout. Specifically, it sought to provide Tier I trauma-informed and restorative practice classroom management strategies through coaching cycles to reduce classroom disruptions and provide education on better managing challenging student behaviors. Based upon an intervention driven by weekly professional learning communities (PLC) sessions with the SEL coaching team and classroom-based coaching opportunities, this mixed-methods convergent design study utilized the improvement science framework. Quantitative data showed that although there were average decreases, there was no statistically significant difference in occupational exhaustion (EE) depersonalization (DP). Similarly, although there was a moderate increase in personal accomplishment (PA), there was no significant difference. Additionally, quantitative data showed an average increase in the strategies' utilization. The qualitative data indicated teachers felt the coaching cycles were highly beneficial. Participants felt their understanding of the strategies improved over the 6 weeks, and having a coach helped validate how they implemented the strategies. Participants also felt the strategies positively impacted their students because their students were making better choices and expressing how they felt. Finally, participants felt these strategies helped with strengthening relationships with their students.
