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Shaping Our Own Wellness: Educator Voices On Their Wellness Across The School Ecosystem And Its Perceived Impact On Learners
Murray, Jessica
Murray, Jessica
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Educator unwellness is a primary obstacle to creating inclusive and equitable schools. Public schools, and public school educators, are essential in building an education system that allows for all learners to have positive experiences in schools and to achieve high levels of learning. Social Cognitive Theory and Social Ecology are leveraged in this dissertation to explore educator wellness across the school ecosystem. This dissertation is set up as a three article dissertation. In the first of the three articles, I used a single case study methodology to analyze how educators define and experience educator wellness within one public school, and their views on how educator wellness can be fostered across the levels of the school ecosystem. In the second article, I used multiple case study and cross case analysis to explore, based on public school educators’ experiences, specific actions that administrators and teachers can take to foster wellness across the individual and community levels of the school community. For the third article, I again used multiple case study and cross case analysis to examine how public school teachers and administrators perceive the connection between educator wellness and their ability to create inclusive and equitable school experiences for learners. Using single case methods for article one and multi-case study methods for articles two and three, I uncovered specific strategies and practices that individual teachers and administrators can leverage to foster educator wellness at the community level of their schools, their experiences of those strategies and practices, and their perception of the impact on inclusion and equity within their schools.
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2026
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Murray_uvm_0243D_11965.pdf
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- Embargoed until 2027-12-05