The utilization of workplace wellness programs in the field of education has become increasingly popular. Educators are receptive to school-based wellness programming to reduce stress, increase work engagement, and provide opportunities for health and wellness (Schultz et al., 2019). The purpose of this explanatory, sequential, mixed-method study was to investigate certified educators’ perceptions of school-based wellness programs, wellness program components, and their impact on educator stress, burnout, and retention. An interpretivist theoretical framework was used to make sense of the meanings and understandings of the participants (Creswell & Creswell, 2018). Little research has been focused on the implementation and evaluation of wellness programs in schools (Lever et al., 2017). Phase one data were collected from three southwest Missouri school districts. Phase two interviews were developed after analysis of the School-Based Wellness Programs Survey responses. Analysis of six educator interviews revealed five emergent themes: convenience, onsite health care, mental health, flexibility, and COVID-19. Implications of this study include the significance of educator collaboration in school-based wellness program development, the inclusion of mental health components in school-based wellness programs, school district leadership support of school-based wellness programs, and the need for convenience in implementation of school-based wellness programs.
|Commitee:||Grover, Kathy, Kite, Travis|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Health education, Educational psychology, Occupational psychology|
|Keywords:||Health and Wellness Programs, Stress Reduction, Work Engagement|
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