Publication Date

5-2025

Advisor(s) - Committee Chair

Kandy Smith, Stacy Leggett, Julia Roberts

Degree Program

Educational Leadership

Degree Type

Doctor of Education

Abstract

Teacher burnout and attrition have become pressing concerns in education, particularly after the COVID-19 pandemic. The demands on educators have increased, yet systemic supports have often remained stagnant, leading to disengagement and decreased participation in extracurricular activities. This study examined the role of teacher sponsorship of extracurricular activities in fostering teacher engagement, recognition, and retention within a rural Title I middle school. Using an improvement science framework, this research explored how teachers’ involvement in extracurricular activities impacts their connection to the school community and whether targeted interventions such as professional learning communities and recognition initiatives can enhance teacher participation and engagement.

The study employed a mixed methods approach, integrating survey data, qualitative feedback, and iterative interventions to assess teacher motivations, barriers to extracurricular sponsorship, and the effectiveness of recognition strategies. Key findings indicate teachers who sponsor extracurricular activities report higher levels of engagement and belonging, yet challenges such as time constraints, competing responsibilities, limited access to resources, and the absence of financial incentives remain significant deterrents. By implementing structured support systems and formal recognition efforts, schools can enhance teacher retention and strengthen school culture.

This research contributes to the broader discourse on teacher leadership and engagement by highlighting how extracurricular sponsorship serves as a pathway for professional fulfillment and community building. The findings suggest intentional support and recognition of teachers' extracurricular involvement can play a critical role in sustaining educator morale and reducing attrition.

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Leadership | Teacher Education and Professional Development

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