Date of Award
11-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Frank Luzaich, Ed.D.
Second Advisor
Joan Flora, Ed.D.
Third Advisor
Michael Fisher, Ed.D.
Abstract
This study explored teacher stress levels and sense of efficacy within an innovative curriculum implementation process which sought to reduce teacher stress. This Improvement Science Dissertation in Practice (ISDiP) followed two 90-day improvement cycles using a Plan, Do, Study, Act framework, overseen by a Networked Improvement Community (NIC) that met regularly throughout the study.
The NIC was comprised of building administrators, general education teachers, special education teachers, and reading specialists. Its role was to identify a problem of practice, create a theory of improvement, implement the solution drivers and collect data related to its implementation, making adjustments to the plan based on data. The NIC identified three significant problems of practice within the curriculum implementation: lack of resources for teachers, lack of teacher capacity to feel comfortable with the new curriculum, and negative mindsets from past curriculum implementations. To address these problems, the NIC formed an implementation rollout team to provide teachers with regular professional development, coaching, mentoring, and resources aimed at reducing teacher stress and increasing teacher efficacy for this process.
The NIC used two quantitative instruments to measure teacher stress levels and sense of efficacy: the Teacher Stress Inventory (TSI); and the Teacher Sense of Efficacy Scale (TSES). To gather deeper insights, the NIC also conducted teacher interview surveys at the end of the first 90-day cycle. Throughout the study, the NIC analyzed and responded to teacher participant data, making adjustments designed to support teachers’ learning process. Study results were mixed. While TSES measures indicated decreased teachers’ stress levels, teacher sense of efficacy was also slightly reduced. Qualitative data suggested teachers who participated in the new curriculum rollout process felt the process had been positive, identifying the collaboration process as a significant factor in their assessment.
Recommended Citation
Dyer, Bryan, "Addressing Teacher Stress Levels and Teacher Sense of Efficacy During New Curriculum Implementation: An Improvement Science Study" (2024). Doctor of Education (EdD). 242.
https://digitalcommons.georgefox.edu/edd/242