Date

10-13-2023

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sharon Farrell

Keywords

classroom management, burn-out, teacher-student relationships, stress, coping, cognitive appraisal theory

Disciplines

Curriculum and Instruction

Abstract

The purpose of this case study is to understand how stress impacts first-year, 7th-12th grade teachers’ relationships with their students at Green County Schools. The theory guiding this study is the cognitive appraisal theory from Lazarus and Folkman, as it describes the impact of a person’s appraisal of stress and how it influences the perspective of individuals. As first-year teachers are framing their experiences for the first time, this approach helps contextualize how they cope and affect their relationships. This framework will serve as a framework for all the research and data collection. The method used for this case study is qualitative with a single case study design. Interviews, focus groups, and writing prompts are used to understand how stress impacts teacher-student relationships. This study includes ten first-year teachers teaching grades 7-12 in Green County Schools. Data analysis was completed using pattern-matching and explanation building that analyzes the data collected into the following themes: resources, accountability, classroom culture, coping, and relationships.

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