Date of Graduation

5-2022

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Kara Lasater

Committee Member

John Pijanowski

Second Committee Member

Christy Smith

Third Committee Member

Joshua Ray

Keywords

childhood trauma, mindfulness, self-care, student behavior

Abstract

Classroom management is a necessary component of a teacher’s classroom in order for students to learn in a safe environment. When a teacher is unable to manage his or her classroom because of dangerous and disruptive behaviors, it can be physically dangerous and impede the learning of others. Teachers frequently exposed to challenging behaviors experience high levels of stress that transcends into their personal lives. The purpose of this study was to determine how administrators can better support teachers who experience high levels of stress incurred from working with students who exhibit challenging behaviors in the classroom. Data collected through semi-structured interviews found that teachers were experiencing stress at high levels that negatively impacted their well-being at work and in their personal lives. Self-care practices proved to be inadequate at reducing participant stress. Alternatively, it is recommended administrators deepen the trust they have with teachers and they cultivate positive teacher-student relationships.

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