Date of Award

2024

Degree Type

Doctoral Dissertation

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Department

Education

Comments

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.

Committee Chair

Kathleen K. Wallace, Ed.D.

2nd Reader

T. Lee Morgan, Ph.D.

3rd Reader

Christopher Godfrey, M.Ed.

Abstract

This mixed-methods research was completed as part of an Improvement Science Dissertation in Practice (ISDiP) study, which implemented a peer coaching cycle intervention that sought to build resiliency and alleviate teacher burnout in an urban middle school. The resiliency intervention was created based on the results of environmental scans, Maslach (2018) Burnout Inventory results, and a teacher survey which informed root causes. The research questions explored how the peer coaching intervention influenced teacher burnout and what components of the intervention were perceived as most useful. The study used non-probability convenience sampling of seventh-grade teachers. The intervention included six resiliency categories focused on student social-emotional learning (SEL), teacher social-emotional competencies, restorative practices, mindfulness, positive behavior intervention system (PBIS), and self-care. After each lesson, participants completed an exit ticket and the Daniilidou and Platsidou (2018) Teacher Resiliency Sub-Scale. After the coaching concluded, the researcher conducted exit interviews and facilitated the postsurveys. Paired t-tests indicated significance in decreased burnout and increased resiliency.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.


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