Dissertation
Scheduling for success: teacher perceptions on the influence of elementary school schedules on teacher burnout and student learning
Doctor of Education (Ed.D.), Drexel University
May 2026
DOI:
https://doi.org/10.17918/00011423
Abstract
The purpose of this mixed-methods exploratory sequential study was to gain insights into what teachers believe that they need from the school day schedule to manage their responsibilities effectively. Currently, teacher retention and teacher shortages are affecting student learning adversely. With the intensification of teacher workloads, state mandated testing pressures, and decreasing support, more proactive solutions are necessary to maintain qualified teachers in the field. This multi-phase study used semi-structured interviews, focus groups, and a follow-up survey to identify an "ideal" school day schedule from the teacher's perspective. The process of analyzing qualitative data included transcribing the data, reading through them, and then organizing them based upon patterns that presented themselves. Qualitative and quantitative data were input and analyzed in NVivo, Qualtrics, and SPSS. Qualitative data were analyzed through multiple coding cycles: open coding; emotion coding; axial coding, and thematic coding. The researcher analyzed the schedules created and compared them to established best practices. Descriptive statistics and means comparisons via multiple one-way ANOVA analyses were conducted to examine the quantitative survey data. The results demonstrated that teachers perceived that their school day schedules are a barrier to their success and that of their students. What an ideal school day looked like was slightly different depending upon the different grade groups. However, educators agreed that specific features, such as uninterrupted instructional blocks, instructional breaks placed intentionally for teachers and students, and more flexibility overall, affect teacher and student success positively. The findings also suggested that scheduling issues are not an isolated difficulty, but a result of larger systemic problems. The findings from this study can be used to inform scheduling practices in elementary schools, as well as add to the literature on best scheduling practice to support teachers and students.
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Details
- Title
- Scheduling for success
- Creators
- Haley Kaliher
- Contributors
- Michael J. Haslip (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- v, 244 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022189271304721