Teacher well-being in Christian schools influenced by administrator leadership style within a school culture : an explanatory sequential mixed methods study.
| dc.contributor.advisor | Davis, Brenda K., 1971- | |
| dc.creator | Chandler, Margaret A., 1967- | |
| dc.date.accessioned | 2024-07-30T12:46:23Z | |
| dc.date.available | 2024-07-30T12:46:23Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:46:24Z | |
| dc.description.abstract | Teaching is one of the most stressful occupations in the United States (Greenberg et al., 2016; Slemp et al., 2017). The demands of teaching often lead to poor well-being, decreased job satisfaction, and burnout (Martins et al., 2016). Even the elimination of burnout in the workplace does not ensure flourishing (Friesen & Sarros, 1989). However, teachers can thrive in adverse conditions (Spreitzer et al., 2005). School leadership behavior is a critical component of creating workplace sustainability for teachers (Pagán-Castaño et al., 2021; Skaalvik & Skaalvik, 2017; Yıldırım, 2014). Through a positive psychology lens, Seligman’s (2011) holistic model of well-being (“PERMA”) has been applied worldwide in school settings. This research is one of the first studies on teacher professional well-being in Christian schools as explored from a positive psychology lens. The purpose of this mixed methods explanatory sequential study is to examine the experiences and practices of Arizona Christian school teachers in the context of their measured PERMA well-being, and how their perceptions of principals’ transformational or non-transformational leadership practices influence their well-being scores and their lived experiences. Participants (n = 61) responded to a survey that measured their well-being in the domains of positive emotions, engagement, relationships, meaning, and accomplishment. Teachers also reported perceptions of transformational leadership behaviors of their principals. I explored the difference of well-being of those teachers led transformationally, versus those led non-transformationally. I purposively sampled six participants, three with relatively high overall well-being, and three with low overall well-being, to participate in semi-structured interviews. I found a statistically significant difference in overall well-being in teachers led transformationally compared to those not led transformationally. I used the PERMA elements to successfully describe teacher well-being. Positive emotions connect to acknowledging failures, humility, and spirituality. Collegiality enhances engagement. Positive relationships and support create a sense of belonging. Finding meaning has foundations in an individual’s calling, relationships, and having a deep impact on others. Feelings of accomplishment hinge on student success and teacher self-fulfillment. Last, principals have the power to promote teacher well-being through transformational leadership behaviors or diminish teacher well-being through non-transformational leadership behaviors. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12928 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Teacher well-being in Christian schools influenced by administrator leadership style within a school culture : an explanatory sequential mixed methods study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-12-01 | |
| local.embargo.terms | 2025-12-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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