CAN SELF-ORGANIZING TEACHER GROUPS REDUCE TEACHER ISOLATION?

Wheelus, Michael

CAN SELF-ORGANIZING TEACHER GROUPS REDUCE TEACHER ISOLATION?

dc.contributor.advisor	Ford, Tim
dc.contributor.author	Wheelus, Michael
dc.contributor.committeeMember	Hamlin, Dan
dc.contributor.committeeMember	Edwards, Beverly
dc.contributor.committeeMember	Jang, Wonkyung
dc.date.accessioned	2024-05-10T16:54:43Z
dc.date.available	2024-05-10T16:54:43Z
dc.date.issued	2024-03-07
dc.date.manuscript	2024-04-26
dc.description.abstract	This study investigates the conditions fostering self-organized teacher groups within schools and their relationship to reducing teacher isolation. Utilizing a mixed-methods approach involving 663 online surveys and 18 interviews, the research aimed to identify specific school conditions that encourage teachers to form self-organized groups and assess whether such participation experience decreased feelings of isolation. Findings indicate that self-organized groups, formed under interdependence, independence, and clear goal-setting conditions, are associated with reduced teacher isolation. These groups enable collaborative support without necessitating physical meetings, suggesting that connections within the educational organization can significantly mitigate feelings of isolation among teachers. Although the complexity theory framework does not allow for definitive cause-and-effect conclusions, the study highlights a strong link between supportive conditions for self-organization and lower levels of reported isolation. This research contributes to the educational field by offering insights into how school leaders can cultivate environments that promote teacher autonomy, collaboration, and self-organization, potentially reducing isolation and enhancing the educational setting. The implications extend a call to action for educational leaders and policymakers to foster school cultures that embrace self-organization principles, emphasizing the importance of independent and interdependent work aligned with shared objectives for natural teacher group emergence.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/340331
dc.language	en_US	en_US
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Education	en_US
dc.subject	Complexity Theory	en_US
dc.subject	Flocking Theory	en_US
dc.subject	Teacher Isolation	en_US
dc.subject	Teacher Collaboration	en_US
dc.thesis.degree	Ed.D.	en_US
dc.title	CAN SELF-ORGANIZING TEACHER GROUPS REDUCE TEACHER ISOLATION?	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US