Teacher stress, hope, and agency for the future - A narrative inquiry
| dc.contributor.advisor | Hemmer, Lynn | |
| dc.contributor.author | Fowler, Margaret Sumner | |
| dc.contributor.committeeMember | Elliff, D. Scott | |
| dc.contributor.committeeMember | Cervantes, Bernadine | |
| dc.contributor.committeeMember | Xu, Wei | |
| dc.date.accessioned | 2024-04-03T21:45:59Z | |
| dc.date.available | 2024-04-03T21:45:59Z | |
| dc.date.issued | 2023-12 | |
| dc.description | A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership. | |
| dc.description.abstract | Teacher stress has long been a prevalent concern and research topic and was recently compounded by the COVID-19 pandemic. While the COVID-19 pandemic has attracted considerable scholarly interest, few researchers have sought to understand the actual experiences of teachers framed by the teacher’s well-being and hopefulness. The purpose of this study was to develop an understanding of how teachers who taught during the COVID-19 pandemic narrate their experiences of hope and well-being. More specifically, the research aimed to explore how hope is reflected in three individuals’ stories from a challenging time, framed by the COVID-19 pandemic, in their professional teaching careers. This narrative inquiry provided three PK-12 teachers an avenue in which they could explore and reflect on their personal and professional lives while teaching during the COVID-19 pandemic. Additionally, these teachers were able to construct and visualize their goals, pathways, and agency for the future using a vision board. This study showcased how they activated hope during a highly stressful critical event in their profession and how it related to their well-being. The findings of this study were represented in a narrative form using a genre known as Bildungsroman. The Bildungsroman were used to highlight the evolution of the teachers during the COVID-19 pandemic, focusing on the teacher’s reflection of how they used hope to overcome obstacles to achieve their goals and their overall well-being through the pandemic. The intended audience for this research is educational leaders and mental health professionals working in the educational setting. | |
| dc.description.college | College of Education and Human Development | |
| dc.description.department | Educational Leadership, Curriculum & Instruction | |
| dc.format.extent | 188 pages | |
| dc.identifier.uri | https://hdl.handle.net/1969.6/97958 | |
| dc.language.iso | en_US | |
| dc.rights | This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher. | |
| dc.subject | educational leadership | |
| dc.subject | hope | |
| dc.subject | stress | |
| dc.subject | teacher | |
| dc.subject.lcsh | educational leadership | |
| dc.title | Teacher stress, hope, and agency for the future - A narrative inquiry | |
| dc.type | Text | |
| dc.type.genre | Dissertation | |
| dcterms.type | Text | |
| thesis.degree.discipline | Educational Leadership | |
| thesis.degree.grantor | Texas A & M University--Corpus Christi | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Education |