Date of Award
5-2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education in Educational Leadership (Ed.D.)
Department
Education
Committee Chair
Kathleen Wallace, Ed.D.
2nd Reader
Victoria A. Osborne, Ph.D.
3rd Reader
Kevin J. Smith, Ph.D.
Abstract
The job-related expectations for effective classroom instruction expanded beyond teaching academics after the COVID-19 pandemic, which increased job-related teacher stress (Weisling, 2023). Using a convergent mixed-methods design, the researcher of this Improvement Science Dissertation in Practice (ISDiP) identified a problem of practice as the demands of teaching post-COVID-19 on teacher well-being. In Phase 1 of this ISDiP, the researcher conducted end-user consultations, reviewed existing data, completed a root cause analysis, and reviewed scholarly literature to develop a working theory of improvement to manage teacher stress with self-care and regulation strategies. Phase 2 of this ISDiP aimed to understand to what extent a 6-week professional learning series providing instruction on strategies focused on the physical, mental, emotional, and social well-being domains could build capacity for workplace wellness. The researcher used survey data, weekly journal responses, and a structured focus group to answer research questions. After data analysis, the findings revealed that the 6-week professional learning series provided the participants with practical strategies to improve teacher well-being. However, teachers still felt overwhelmed by unexpected job demands. The results of this study support previous conclusions cited in scholarly literature connected with factors that impact teacher stress. To support teacher well-being, an awareness of the internal structures and practices that increase stress and provide opportunities for self-care will build resilience and foster capacity for workplace wellness.
Recommended Citation
Ringelheim, J. L. (2025). Fostering educator well-being to manage job-related teacher stress [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/49
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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.