Date of Award

August 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Laura Link

Abstract

This study addresses a significant problem of practice within an Upper Midwestern elementary school where budget cuts, curriculum mandates, and staffing shortages have severely reduced teacher well-being. Grounded in Bandura’s Social Cognitive Theory and Noddings’ Care Theory, this research investigates the relationship between professional well-being, self-efficacy, and instructional confidence. Using a quantitatively led convergent parallel mixed -methods approach, the study concurrently collected data through a 28-item survey instrument. Primary emphasis was placed on the quantitative strand, utilizing inferential and descriptive statistics, including Pearson’s correlations, ANOVA, and t-tests, to measure relationships between variables, while qualitative open-ended responses provided deeper context. The findings suggest that high teacher well-being is a prerequisite for instructional resilience and healthy classroom climates. By bridging the gap between individual psychological resources and relational school culture, this study proposes targeted, local elementary-level interventions using a Holistic Peer Coaching approach. This approach aims to enhance mutual care and peer support to reduce burnout, foster instructional self-efficacy, and promote teacher retention in an increasingly demanding educational environment.

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