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- All Subjects: Teacher
- Creators: Fischman, Gustavo
Description
This study examined the quality of professional life at a Title I school that has achieved the Arizona Department of Education's highest accountability rating of Excelling for eight consecutive years. By examining the factors that influence the school environment including teachers' attitudes and the connections within the teacher community at this school, a description emerged of the factors that influenced the quality of professional lives of teachers. This descriptive study sought to describe, "What is the quality of professional life for teachers at a Title I elementary school with a history of high levels of student achievement?" The research was conducted at Seneca Elementary school (a pseudonym) in the Seneca School District (a pseudonym). By examining the quality of professional life for teachers in a highly ranked Title I school, a better understanding of the quality of professional life may lead to recommendations for other schools with high levels of poverty on how to support teachers who work in high poverty schools. Within a theoretical framework of motivation-hygiene theory and socio cultural theory, the study identified principal leadership as a primary supporting factor of quality of professional life. The study also identified lack of input and lack of teacher control over curriculum and instruction as barriers to quality of professional life. Teachers described principal leadership, environment, social factors and teacher identity as contributors to enhancing the quality of professional life. Trust and focus emerged as additional factors that improved the workplace for teachers.
ContributorsThomas, Jeffrey J (Author) / Danzig, Arnold (Thesis advisor) / Fischman, Gustavo (Committee member) / Boyle, Charlotte (Committee member) / Arizona State University (Publisher)
Created2011
Description
Within the past 10 years, there has been an increased interest in providing teachers with mindfulness training. This is due largely in part to the amount of stress that K-12 teachers report as a result of the profession and the research proposing that practicing mindfulness helps one cope with stress and offers the potential to promote one's well-being.
This qualitative study explores the intersection of mindfulness and K-12 teaching. Four K-12 teachers who self-identified as mindfulness practitioners were interviewed, and their lived experiences as mindfulness practitioners and teachers are explored throughout this study. Through in-depth, phenomenologically-based interviews, the participants' life histories in relation to becoming mindfulness practitioners and teachers are uncovered, as well as their experiences as mindfulness practitioners in the classroom, and their reflections upon what is means to be a mindfulness practitioner and a teacher.
For the participants in this study, they believed their mindfulness practices helped them cope with the demands of teaching. The participants also viewed mindfulness practices as a pedagogical tool for promoting their students' social and emotional well-being. As one of the first studies to explore teachers who have personal mindfulness practices and how those practices transfer or do not transfer into their professional experiences, it adds teachers' voices to the mindfulness in education phenomena.
This qualitative study explores the intersection of mindfulness and K-12 teaching. Four K-12 teachers who self-identified as mindfulness practitioners were interviewed, and their lived experiences as mindfulness practitioners and teachers are explored throughout this study. Through in-depth, phenomenologically-based interviews, the participants' life histories in relation to becoming mindfulness practitioners and teachers are uncovered, as well as their experiences as mindfulness practitioners in the classroom, and their reflections upon what is means to be a mindfulness practitioner and a teacher.
For the participants in this study, they believed their mindfulness practices helped them cope with the demands of teaching. The participants also viewed mindfulness practices as a pedagogical tool for promoting their students' social and emotional well-being. As one of the first studies to explore teachers who have personal mindfulness practices and how those practices transfer or do not transfer into their professional experiences, it adds teachers' voices to the mindfulness in education phenomena.
ContributorsFrias, Elizabeth Leigh (Author) / Fischman, Gustavo (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Hyde, Andrea (Committee member) / Arizona State University (Publisher)
Created2015