M.A. in Supervision and Curriculum Development
Educational Services and Leadership
College of Education
Elementary and Middle and Secondary Education Administration
The study observed, analyzed and evaluated the effects of support group participation on the psychological, emotional, and professional needs of teachers. The study used a qualitative research design to gather data on seven female high school teachers participating in a professional development group. The research instruments used included a pre- and post-survey, a questionnaire, and journal entries. The survey recorded data concerning each teacher's pattern of contacts with colleagues, level of job satisfaction, resources for problem-solving used by the individual, and demographic information. Data analysis tabulated and compared survey response percentages before and after the study. The questionnaire and journal provided a narrative and anecdotal review for the survey data. The study showed that participation in a support group with a professional problem solving focus reduced job-related feelings of stress. Participants reported decreases in feelings of anxiety, frustration, loneliness, and exhaustion. On the other hand, feelings of satisfaction, support, productivity, confidence, competence, and energy increased. Participation also appeared to motivate them to overcome feelings of isolation. There was no apparent effect on teachers' preference for solving problems alone when possible.
Flanegin, Scott, "Effects of support group participation on teachers" (1999). Theses and Dissertations. 1799.