Degree Date

5-2025

Document Type

Dissertation - NLU Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Elizabeth Minor

Second Advisor

Dr. Gloria McDaniel-Hall

Third Advisor

Dr. James Fitzpatrick

Abstract

Educator wellness is a critical yet often overlooked component of teacher attrition, retention, and student outcomes. Teaching is a demanding and difficult profession, especially since the COVID-19 pandemic. High levels of stress and burnout have led to alarming rates of teacher attrition. It is now necessary to create systemic change to support educator well-being. This study investigates the factors that impact educator wellness and evaluates the existing Social and Emotional Learning (SEL) initiatives within District 10. This research explores how school-wide and district-wide Social and Emotional Learning (SEL) Initiatives impact educator wellness, examines the factors that influence teacher wellness, and what policy changes could better support teachers in managing the demands of their roles.Through a qualitative research design utilizing semi-structured interviews with middle school teachers, the study identifies key stressors including workload, administrative demands, financial struggles, and negative parental interaction. While SEL initiatives were found to have some benefits, many educators expressed that these opportunities often failed to address systemic issues, identifying a need for more individualized support. Positive influences on wellness included strong professional relationships, supportive leadership, autonomy in teaching, and personal self-care strategies. Findings suggest that for wellness initiatives to be effective, they must directly align with the specific needs of the individual rather than broad, one-size-fits-all programs. The study recommends the implementation of more personalized professional development, policy changes to address workload and compensation, and leadership training that supports educator well-being. These findings contribute to the ongoing discussion of how a focus on educator wellness can create sustainable educational environments that prioritize both teacher retention and student success.

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