Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

James Sigler

Keywords

four-day week, positive psychology, teacher retention, well-being

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to describe the personal experiences of educational faculty working in K-12 schools, colleges, and vocational organizations operating on a four-day school workweek. The theory guiding this study was Seligman’s positive psychology theory (PPT), stating there are five life aspects impacting well-being. The research is grounded in the theoretical framework of PPT as it strived to understand the shared personal experiences of the participants and how their perceptions surrounding the five aspect areas influence their lives. Seligman’s theory of PPT provided the framework to answer the central research question: what are the experiences of faculty in educational settings operating on a four-day workweek? Participants were selected using criterion-based convenience sampling. Data was collected through individual interviews, journal prompts, and a focus group interview session to provide further understanding of shared experiences and common themes across the participants. Findings revealed four central themes: focus and efficiency, retention and commitment, enhanced well-being, and strengthened relationships. Participants described increased intentionality and productivity, improved work–life balance, reduced burnout, and greater professional sustainability. The four-day workweek also supported autonomy, collaboration, and deeper personal and professional relationships, contributing to overall well-being and long-term commitment to the field.

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