Publication Date

Fall 12-2025

Advisor(s) - Committee Chair

Nick Brake

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education

Abstract

Teacher stress remains one of the most pressing challenges facing the education profession, contributing to job dissatisfaction and teacher attrition. This dissertation examines the impact of an intervention designed to improve teacher self-efficacy and well-being. The Leadership Alphabet of Disposition Development Engagement and Reflection (LADDER) framework on teacher self-efficacy and well-being was implemented within a middle school setting. Improvement Science and Adaptive Leadership guided the case study. As defined by Hinnant-Crawford (2020), “Improvement Science is a methodic way of improving; it is distinct from evaluation or impact studies” (p. 23). The goal was to design, implement, and evaluate a strategy that teachers can use independently following coaching sessions provided by LADDER trained coaches.

A mixed-methods sequential explanatory design was employed to measure teacher stress. Quantitative and qualitative data were collected using validated self-efficacy and well-being scales administered at three points in time during the intervention over one school year. There were 10 participants in the case study, with some mid-year attrition. Descriptive statistics suggested improvements for the participants; however, a nonparametric Friedman’s Two-Way ANOVA indicated that the findings were not significant. The qualitative data were examined through a structured three-phase coding process, which provided additional insight into the participants’ experiences. Themes were identified that related to workload, student behavior, and engagement, while underscoring the teachers’ resilience and commitment to teaching. Member checking ensured the accuracy and credibility of the findings.

The results revealed that, while teacher stress was apparent, protective factors, such as self-efficacy and well-being, could buffer against its negative effects. Teachers reported that LADDER was an effective strategy to alleviate work-related stress. This research contributes to the body of literature on teacher stress and on mitigating stress by introducing evidence-based stress reduction strategies through the lens of Improvement Science and adaptive leadership. While statistical significance was not achieved, significance emerged in teachers’ experiences. Future research should examine the role of state mandates in limiting teachers’ ability to fully realize self-efficacy, as well as the influence of gender and external commitments on sustaining a high-quality workforce.

Disciplines

Education | Educational Leadership

Download

Share

COinS