Dissertation
I show up in the gym, so I can show up in the class: a narrative study of urban high school teachers who use physical activity to mitigate stress and burnout
Doctor of Education (Ed.D.), Drexel University
Apr 2022
DOI:
https://doi.org/10.17918/00000939
Abstract
Research has shown consistent metrics through both qualitative and quantitative studies about the severity and impact of teacher stress and burnout in the educational realm (Consiglio, 2017). The Bureau of Labor Statistics reported to the U.S. Department of Labor (2021) that 71% of teachers left their jobs for job-related reasons that typically included stress and burnout. Teaching is so alarming that a Gallup study provided information that stated teachers and nurses tie in with the most stressful occupations in the United States (Consiglio, 2020). This narrative inquiry study sought to understand how physical activity mitigates workplace stress and burnout of six high school teachers that have taught grades 9th-12th. Each teacher must have taught in an urban populated area for a minimum of three years during their engagement in the physical activity. Teachers were asked to provide a narrative of explanation and exploration of their lived experiences with physical activity as a mitigating factor to their workplace stress and burnout. Data was collected through one-on-one structured interviews and a demographic survey. The research questions presented in this study were (1) What do high school teachers identify as the sources of their work-related stress? (2) How do high school teachers describe their stress management strategies? (3) How do high school teachers describe their motivation to implement physical activity in the management of their work-related stress? The goal of this study was to provide a deeper understanding and perspective for school districts to begin to better address teachers' needs, such as how to mitigate levels of stress and burnout.
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Details
- Title
- I show up in the gym, so I can show up in the class
- Creators
- Marcus Mason
- Contributors
- Kristine S. Lewis Grant (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 162 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991017130274904721