Term of Award

Fall 2024

Degree Name

Doctor of Education (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Meca Williams-Johnson

Committee Member 1

John Weaver

Committee Member 2

Eric Hogan

Committee Member 3

Nedra Cossa

Abstract

Low teacher morale has become a pervasive issue in K-5 education, particularly as teachers encounter increased constraints from standardized curricula and top-down mandates. This study aimed to understand the ways in which power dynamics within a Georgia school district impacted the morale of seasoned K-5 teachers. Employing a phenomenological approach, the research explored how these teachers, each with at least ten years of experience, perceived their autonomy and professional agency in environments characterized by rigid administrative controls. Data were gathered through in-depth interviews to capture teachers' lived experiences and perspectives on how scripted curricula and limited decision-making input affected their professional satisfaction and sense of efficacy. Findings revealed that teachers frequently felt disempowered, describing frustration over being unable to adjust instructional pacing to meet student needs, which led to a sense of diminished professional value. These experiences aligned with Freire’s critical pedagogy and Young’s concept of powerlessness within bureaucratic systems. This study highlights the need for policies that prioritize teacher autonomy and foster collaborative decision-making to improve morale. The insights contribute to a more comprehensive understanding of how power structures within education affect teacher well-being and, ultimately, educational quality.

Research Data and Supplementary Material

No

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