Teacher Education and Professional Development Commons^™

The Teacher Wellbeing Turn: Neuropolitics, Education And The Psy-Complex, Andrew W. Wilkins, Antonio Olmedo, Brad Gobby, Saul Karnovsky

Research outputs 2022 to 2026

Across the globe, governments are responding to a ‘teaching crisis’ marked by high attrition rates and labour shortages. This crisis can be attributed to macro changes in the economy (intensified by the shift towards high inflation, low growth economies post-COVID) and micro changes to the organisation and funding of schools with teachers experiencing stagnating wages and unmanageable workloads in punishing accountability environments. In this paper we examine how government and other authorities in England seek to manage the teaching crisis through diagnostic tools and skills training designed to measure and improving teacher wellbeing. This includes inciting new teacher subjectivities, namely …

Embedding Coaching And Local Education Champions In Implementing Trauma Informed Practice, Govind Krishnamoorthy, Domenico Antonaglia, Vicki Dallinger, Emily Berger, Sonja March, Sabrina Ong, Katrina Sherman, Nicole Goodwin, Nathan Eiby, Bronwyn Rees, Jessica Koslouski, Kay Ayre

Research outputs 2022 to 2026

Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma-informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma-informed programs in schools. A psychologist and a program “champion” (learning engagement coordinator) provided individual teachers coaching on student socio-emotional and behavioral concerns. Semi-structured interviews were conducted with 26 teachers at an Australian primary school implementing the Trauma-informed Behavior Support (TIBS) program. Reflexive thematic analysis was employed to ascertain coaching acceptability, feasibility, and impact themes. Findings suggested that the alignment of coaching with preceding …

Employee Development And Employee Resilience In The Post-Covid-19 Workplace: A Quantitative Study Of High School Educators, Amy Keiser Maffei

Graduate Theses and Dissertations

The problem addressed by this research is the need for protective factors to support teacher resilience. Organizations that fail to develop employee resilience risk failing to enjoy the positive outcomes associated with it. Research-based methods to improve resilience may benefit organizations, including school districts. The purpose of this study was to examine the relationship between employee development provided by a school district and the resilience of its high school teachers in the post-Covid-19, in-person workplace. Conservation of Resources theory served as the framework to guide the research. Study participants completed a questionnaire with Likert-style response options, with items to assess …

Navigating The Paradox Between Professional Challenges And Teacher Well-Being: The Role Of Strategies Within The Resilience Process, Isabelle Krummenacher, Tina Hascher, Caroline Mansfield, Susan Beltman, Julia Mori, Irene Guidon

Research outputs 2022 to 2026

Teaching is an immensely complex profession that often requires managing multiple and varied professional challenges. Despite these challenges, teachers tend to report moderate to high levels of well-being. This qualitative study explored this paradox by investigating the professional challenges reported and the coping strategies Swiss teachers use to support their well-being. Relational problem-solving was identified as a commonly used strategy when professional challenges occur. The unique contribution of this study lies in its further elucidation of the complex relationship between teachers’ professional challenges and well-being embedded in a resilience process. The results of this study provide implications for understanding how …

Empowering Teachers: Cultivating Agency In A Post-Pandemic Educational Landscape, Clifford Davis Jr.

Journal of Educational Research and Practice

Creating an environment where teachers feel trusted and responsible is not just a suggestion but a necessity. In this essay, I underline the indispensable role of school leaders in balancing autonomy and accountability and acknowledge the fact that empowered teachers are the cornerstone of engaging and successful learning environments. I discuss the crucial role of teacher agency in fostering effective education and strongly advocate for the primacy of trust building, collaboration, tailored professional development, and teacher leadership within schools and districts. It is expected that restoring teacher agency will yield positive student outcomes like clear goal setting and expectations, supportive …

Comfort In The Role: The Core Of Positive Veteran Teachers, Sarah Jefferson, Christina Gray, Geoffrey Lowe

Research outputs 2022 to 2026

Teacher career trajectory studies have identified a small group of positive veteran teachers who have maintained an ongoing enthusiasm for and commitment to teaching. Research into teacher career trajectory frameworks suggests that comfort in the role remains a core tenet in supporting their sense of professional identity. While studies have identified this, there is little research into the subtleties of this tenet and how this helps these positive veteran teachers remain committed to teaching. This article reports on the qualitative findings about comfort in the role in sustaining positive veteran teachers’ commitment to teaching. Further, the article points to key …

I Think I Can, I Think I Can’T: Design Principles For Fostering A Growth Mindset In The Early Years, Fiona Boylan, Lennie Barblett, Marianne Knaus

Research outputs 2022 to 2026

“I think I can, I think I can’ puffed “The Little Engine That Could.” The American folktale taught the value of optimism and hard work reflecting a growth mindset belief about abilities. A growth mindset positively impacts academic achievement, motivation, and children’s agency for learning. Few studies have explored how early childhood teachers can develop children’s growth mindsets. We report on a study that developed design principles to assist early childhood teachers to foster a growth mindset in children in early childhood classrooms at one school in Western Australia using design-based research. Two iterations of the principles were designed and …

Development Of A Sensory-Based Intervention Manual For Educators, Bralie Dent, Zeida Gutierrez

Summer 2024 OTD Capstone Symposium

This project focused on the development of an educational manual on sensory processing disorder (SPD) for educators. The manual was created as a resource to enhance teachers' understanding of SPD and confidence in implementing sensory-based interventions and accommodations in the classroom for students who have sensory processing difficulties.

Bridging The Gap Between Neuroscience And Education: What Are Teachers’ Perceptions Of Applying “Neuropedagogy” To High School Classrooms?, Hanan Rashwan

Theses and Dissertations

Teachers can use neurobiological explanations to evaluate students' behavior and performance and create more supportive learning settings in their school environment. There is a growing interest among educators regarding the potential benefits of incorporating neuroscience into teaching practices. However, there is a lack of comprehensive understanding of how to effectively integrate cognitive neuroscience into teacher education programs to maximize its impact on student learning and teacher development. This study focuses on understanding teachers' views on the integration of neuroscience principles in educational settings by utilizing a questionnaire and interviews to gather data from participating teachers. The findings reveal that the …

Digital Intelligence In Egypt’S K-12 Public Schools: Educators’ Perspectives, Mohammed Al Mousa

Theses and Dissertations

Technological integration has been a dominant feature of Egypt’s education recently, especially after the announcement of the Education 2.0 initiative, which aims to transform Egypt's education to digital-based and skill-based learning (UNICEF, n.d.), Ever since, public schools in Egypt started adopting technology into teaching practices through online classes, digital textbooks, e-learning platforms, and digital examinations. This educational transformation requires teachers and students to possess the knowledge, skills, attitudes, and values to become effective and responsible users of the transforming digital education system and the digital world in general, which are collectively known as Digital Intelligence (DQ). Despite the substantial role …

Food Literacy And Applying Learnings Towards English Literacy, Andrew Wirtz

Capstone Projects and Master's Theses

Food Literacy promotes the way people should consciously think about the food we ingest on a day-to-day basis. This paper explores how teachers can positively teach students how to be literate when it comes to food and how students can apply these learnings towards their English subject matter skills. This paper also explores how children from all economic backgrounds seek out highly processed foods (such as fast food) which are filled with various chemicals and additives, which in turn, can affect students' performance within the classroom in an negative manner.

Returning To School After A Pandemic And The Lived Experiences Of Rural High School Mathematics Teachers On Student Success, Joshua Saúl Silva

Dissertations

Purpose: The purpose of this qualitative phenomenological methodology investigation was to examine and describe rural mathematics teachers’ lived experiences on the effects of the COVID-19 global pandemic on freshman students returning to school after being online for 2 years through the lens of Bandura’s theory of self-efficacy and serves as part of a thematic dissertation with each researcher focusing on different educators in the K-12 school system.

Methodology: Through qualitative methodology utilizing one-on-one interviews of nine rural high school freshman mathematics teachers with 5 or more years of experience before, during, and after the COVID-19 global pandemic, data was analyzed …

Play Over Talk: A Toolkit For Educators On Adverse Childhood Experiences, Brianna Gallegos, Mary Ann Smith, Cat Daniel

Spring 2024 Virtual OTD Capstone Symposium

Adverse childhood experiences (ACEs) are traumatic experiences that can lead to negative, lasting effects on the health and well-being of the child. Students who have ACEs are more likely to struggle in school, have difficulty paying attention, lack self-regulation skills, and struggle to control their emotions and behaviors. Teachers and school staff may not recognize or know how to support students who have adverse childhood experiences (ACEs) which can impact the child’s occupational role as a student. To date, a resource for school staff with information on ACEs, interventions, and strategies has not been created. The purpose of this project …

Hurting The Helpers: Mental Health And The United States’ Education System, Simone Fh Banks

National Cross-Cultural Counseling & Education Conference for Research, Action & Change (2016-2024)

Teachers in US public schools are in the midst of a workforce crisis. Mounting responsibilities, struggling to make a liveable wage, and the impact teaching has on a person’s mental health are reasons why teachesr are leaving the profession in huge numbers. This presentation will highlight the impact the current system has on teachers’ mental health.

Nurturing Inclusivity And Enhancing Learning Environments: Examining Teachers’ Perspectives On Culturally Responsive Social Emotional Learning, Andrea Perez

CGU Theses & Dissertations

Social Emotional Learning (SEL) programs and curricula have emerged as a priority in schools over the past three decades, with greater urgency since the COVID-19 pandemic. While SEL programs may show promise in supporting students’ social and emotional needs generally, current SEL practices apply color-evasive approaches, leading to White-centered practices and norms that do not acknowledge the identities and needs of students who identify as Black, Indigenous, and People of Color (BIPOC). In response, scholars have called for Culturally Responsive Social Emotional Learning (CRSEL) programs to support students in acknowledging their cultural strengths, recognizing their funds of knowledge, and feeling …

Pk-12 Faculty And Staff Capacity To Support Student Mental Health, Chin-Chih Chen, David B. Naff, Xun Liu, Jennifer Murphy, Margaret Wallace, Sunny Shin, Kade Goldin, Shenita Williams, Caleb Armwood, Riley Jenkins, Marlene Gooding

MERC Publications

This report from the Metropolitan Educational Research Consortium (MERC) depicts findings from a regional survey of PK-12 faculty and staff exploring their professional capacity to meet the mental health needs of their students. Based on responses from approximately 1,000 educators in the MERC region, there were six dimensions of capacity: mental health knowledge, mental health training and confidence, multi-tiered systems of support, positive mental health culture, supportive policies and practices, and responsibility and impact. Findings in the report include position comparisons along these six dimensions as well as an exploration of how capacity varies by school size and demographic composition. …

Assessing Writing - What Doesn't Work, But Is Used Anyway, Andrew P. Johnson

Elementary and Literacy Education Department Publications

This is an excerpt from my book, Johnson, A. (2024). Being and becoming teachers of writing: A meaning-based approach. Routledge. It should be out in March/April of 2024.

https://www.routledge.com/Being-and-Becoming-Teachers-of-Writing-A-Meaning-Based-Approach-to-Authentic/Johnson/p/book/9781032355726

Exploring Elementary Teachers’ Self-Efficacy And Propensity For Teaching Stem, Ashley Wilkirson

Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education

The following research is conducted in the interest in exploring self-efficacy (or the lack of) in pre- and in-service elementary school teachers when it comes to teaching STEM. In order to explore the issue of self-efficacy for STEM in elementary schools, it comes to defining what STEM education is and what self-efficacy is. These definitions guide research collected in building these future and current teachers’ self-efficacy, with factors ranging from resources available, pre-service training, professional development, content area knowledge, pedagogical knowledge, perceptions of teaching STEM, and opportunities to collaborate with other teachers were listed as some of the reasons. These …

Supporting Mental Health In Children By Providing Basic Skills And Knowledge Of Mental Health To Middle-School Teachers, Mariaelena Falcon

Doctor of Nursing Practice (DNP) Projects

Background: Mental health first aid training in middle school is an effective way to help teachers gain the necessary knowledge and confidence needed to support students with mental health distress and provide early interventions.

Local Problem: Lack of mental health training may result in teachers facing challenges in identifying and addressing mental health issues among their students. Specific problems resulting from this include limited awareness, insufficient skills, and strategies to effectively communicate and engage with students in mental health distress, and stigma surrounding mental health may make teachers uncomfortable discussing mental health.

Methods: The project will take place at Harper …

The Shared Experiences Of Educators In Grades 7–12 Who Implement Lessons In Social–Emotional Learning Curriculum, Heathre C. Palige

Doctor of Education Program Dissertations

Social–emotional learning (SEL) is used in public school classrooms throughout the United States. The problem that this researcher addressed in this study was that minimal understanding exists of the lived experiences of teachers who implement SEL in Colorado public schools in Grades 7–12. The purpose of this qualitative phenomenological study was to explore and to provide a clearer understanding of the lived experiences of six educators who implement SEL in Grades 7–12 in Colorado public schools. The study fills a gap in literature in understanding the experiences of teachers who use SEL in middle and high school. The literature review …

Teacher Perceptions And Understanding Of Human Trafficking, Laura E. Riggleman

Doctor of Education (Ed.D)

Awareness of human trafficking is key to prevention and intervention, and it is important for educators to have an awareness of it in the classroom. Conducting a quantitative study, the researcher surveyed 40 teachers from various counties throughout the state of Florida. The teachers were surveyed to determine awareness levels and their perception of effectively addressing all matters associated with human trafficking. The internal reliability level of participant responses was considered excellent. Results showed higher levels of awareness when evidence of human trafficking training was provided and was statistically significant. Results also revealed an increase in confidence when evidence of …

Healing Racial Trauma From Public School Systems, Lisa Y. Collins

Journal of Research Initiatives

Oregon needs Black educators in the K-12 public school system. In 35 school districts throughout the state, the number of students of color has risen by over 40% in recent years (Oregon Chief Education Office, 2019). The number of educators of color in the state is under 10%. The number of Black educators is even lower. Research has shown that Black educators improve all students' academic, cultural, and social aspects, especially Black students. Nationally, Black educators were impacted by the Brown v. Board of Education ruling. At that time in history, Black communities fought for civil rights as they experienced …

Optimizing Teachers’ Performance In Learning-Teachingthrough Emotional And Intellectual Intelligence, Erni Setyani, Nur Wening

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This present study seeks to discover emotional and intellectual intelligence influences on teachers’ performance in the learning-teaching processes. The method used in this study is Systematic Literature Review (SLR) using literature published between 2013 - 2022 accessed through Google Scholar. The study’s results indicate that emotional intelligence does not dominate in improving teachers’ performance in learning-teaching processes. Additionally, emotional intelligence and intellectual intelligence may or may not have an impact on teachers’ performance. In other words, factors besides intelligence can affect teachers’ performance in learning-teaching processes. This study recalls that teachers’ performance is influenced by elements other than emotional and …

Student Wellbeing Differences Reviewed From Learners' Perceptions Of Servant Leadership Teachers In State Elementary Schools, Raden Bambang Sumarsono, Sunarni Sunarni, Desi Eri Kusumaningrum, Djum Djum Noor Benty, Athalla Nauval Bhayangkara, Nurul Mustabsyiroh, Sasi Maulina

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study aims to determine differences in the level of student wellbeing in terms of student perceptions of teacher performance in applying servant leadership in the learning process. This study uses a correlational quantitative method. The population is 30,980 students. The sample technique used was purposive sampling, with a total of 151 students. Data was collected using a questionnaire technique. Data analysis techniques used descriptive and One-way between groups (ANOVA). The results showed that the level of student welfare was in the very good category, the level of implementation of servant leadership by teachers was in the very good category, …

A Longitudinal Qualitative Study On Teachers’ Technology Barriers To Distance Learning: A School For Students With Dyslexia, Holli Bice, Hengtao Tang

Journal of Educational Technology Development and Exchange (JETDE)

The purpose of this qualitative case study was to develop an account of teachers’ perception of barriers to technology integration throughout distance learning. COVID-19 pandemic forced schools to adopt distance learning to cope with the crisis, but whether teachers are prepared for this change is unknown. Therefore, this study described teachers’ experience of technology integration over the course of distance learning and identified the barriers they faced at a small, private school for students with dyslexia. The findings found distance learning influenced teachers’ technological knowledge, attitudes, and beliefs about technology integration. Barriers to technology integration were identified by all participants, …

The Essence Of K-12 Teaching In A Catholic Archdiocese In Kentucky During The Covid-19 Pandemic, Danielle Atzinger Wiegandt

Graduate Theses, Dissertations, and Capstones

Even before the COVID-19 pandemic research showed that teacher attrition among new teachers (less than five years) was a problem for schools throughout the country and Catholic Schools were facing an even higher rate (Ingersoll, 2003). Research also shows that there are often cultural and structural components of Catholic schools that influence teachers to stay (Youngs, 2013; Convey, 2012, 2014). The COVID-19 pandemic forced the education system to pivot and teachers are expected to continue to have high standards for education while making these shifts.

In the early period of COVID-19 pandemic research was already suggesting attrition rates were rising …

Overrepresentation Of African American Children In Child Welfare, Mareeta M. Bracken

Masters Projects

African American children continue to be overrepresented in the child welfare system. This study will show how existing research illustrates how the systems are used to put many Black families and youth into the sights of the school-to-prison pipeline via this intervention. This specific issue is rooted in systemic and historical racism. The literature has revealed this and continues to show how teachers as mandated reporters play a role in shaping the outcome through how they perceive Black children to be subjected to abuse or neglect. The child welfare system is one of many institutional frameworks that has been shaped …

The Reality Of Teaching English Virtually: Esl Teachers' Perspectives And Experiences During The Covid-19 National Pandemic, Natalia Guerrero

LSU Doctoral Dissertations

This study examined the dilemma ESL teachers experienced as the educational system shifted from the usual modus operandi of in-person lessons to the uncharted virtual learning environment (VLE). ESL teachers, in one of the largest urban districts in Louisiana, accumulated additional roles and responsibilities that were unique to the teachers of the English learner (EL) population enrolled at their schools.

Data collected to answer the research questions were the product of single and focus group’s interviews with five ESL elementary and middle school teachers in Freedom District. State and district emergency response to COVID-19 guidelines, along with instructional artifacts, were …

Forced Isolation In An Era Of Inclusion Within U.S. K-12 Public School Communities, Cheryl Burleigh, Andrea Wilson

Journal of Educational Research and Practice

The COVID-19 pandemic brought to the forefront disparities and inequities in U.S. K–12 public school systems that affected both educators and the students they served—not only during school closures but also after in-person instruction resumed. The purpose of this scholarly essay is to shed light on the levels of isolation that occurred during the pandemic and still affect educators in K–12 public schools as they seek to foster academically rigorous and inclusive school communities. Recognizing, and then quickly responding to, historic events by implementing strategies that take into account the social determinants of learning and health is the starting point …

Thinking Global, Acting Local, Ali Gohar Qazi

Institute for Educational Development, Karachi

Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.