Culture Shock: the Effect of School Culture on Teacher Burnout and Motivation During Polarizing Times Hadley S Ruggles

Format:

Book

Thesis/Dissertation

Author/Creator:

Ruggles, Hadley S., author.

Contributor:

University of Pennsylvania. Educational Leadership., degree granting institution.

Language:

English

Subjects (All):

0449.

0525.

0530.

Local Subjects:

0449.

0525.

0530.

Physical Description:

1 electronic resource (135 pages)

Contained In:

Dissertations Abstracts International 87-07A

Place of Publication:

Ann Arbor : ProQuest Dissertations and Theses, 2025

Language Note:

English

Summary:

Schools are microcosms whose conflicts echo-reverberatingly so-the larger conflicts of society. Topics such as race, gender, and democracy are fault lines in the United States of America. These fault lines extend into schools creating ruptures and cracks that emanate from society at large. What happens outside of a school enters the conversation inside a school, presenting additional challenges for teachers looking for guidance and support. This dissertation examines how teachers navigate these tensions, focusing on the interplay between school culture and teacher motivation within the context of independent schools. Specifically, this study explores the alignment between teachers' values and their schools' practices, policies, and leadership, and how this alignment influences a teacher's ability to manage burnout and remain engaged in their work in the face of socio-political challenges. By understanding what teachers face in their work, administrators, policy makers, and even historians can understand the needs of teachers, and by extension students, in the face of challenging external phenomena and socio-political events.This dissertation purposes theories of the three realms of teacher motivation: the teacher, the school, and society (Dinham and Scott, 2003) to examine these three realms within the contemporary context of a U.S. society divided by many issues following a global pandemic, contentious elections, war in the Middle East, and racial and gender divides. Using critical incident theory and semi-structured interviews with 12 participants from three different independent schools, this study examines how teachers describe their work, especially during moments of societal upheaval.Through their narratives, three distinct coping typologies emerged: Insulators, who prioritize shielding students and themselves from external tensions; Activators, who lean into these tensions as teachable moments aligned with the school's mission; and Gymnasts, who balance personal beliefs with institutional expectations, navigating the complex interplay of alignment and discord. Alignment is a key theme as each of these types of teachers interact with their institutional culture and personal values differently. Findings reveal that school culture serves as both a buffer and magnifier of external pressures, and teachers who perceive alignment with their school's mission and leadership report a sense of motivation, even during fraught socio-political moments. Conversely, misalignment exacerbates feelings of isolation and burnout, highlighting the critical role of school leadership in cultivating environments that empower teachers.These findings extend beyond burnout theory and organizational culture frameworks to emphasize the dynamic relationship between individual motivation, institutional culture, and societal forces. This work contributes to the field of educational leadership by offering actionable insights into fostering supportive school cultures. Chapter five underscores the importance of mission-driven leadership, open communication, professional development, and autonomy in mitigating burnout and enhancing teacher engagement. As schools continue to navigate the challenges of a polarized society, the alignment between individual and organizational values emerges as a cornerstone of sustainable education practice

Notes:

Advisors: Quinn, Rand Committee members: Pupik Dean, Christopher; Reisman, Abby

Source: Dissertations Abstracts International, Volume: 87-07, Section: A.

Ed.D. University of Pennsylvania 2025

Vendor supplied data

Local Notes:

School code: 0175

ISBN:

9798276006130

Access Restriction:

Restricted for use by site license