Lesley University DigitalCommons@Lesley Educational Studies Dissertations Graduate School of Education (GSOE) Summer 8-25-2019 The Perceptions of Private Special Education School Leaders Regarding Their Role in Promoting Self-Care and Renewal Practices for Themselves and Their Teachers Theresa Melito-Conners tmelitoc@lesley.edu Follow this and additional works at: https://digitalcommons.edu/education_dissertations Part of the Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Health and Physical Education Commons, Other Education Commons, and the Special Education and Teaching Commons Recommended Citation Melito-Conners, Theresa, "The Perceptions of Private Special Education School Leaders Regarding Their Role in Promoting Self-Care and Renewal Practices for Themselves and Their Teachers" (2019). Educational Studies Dissertations.edu/education_dissertations/151 This Dissertation is brought to you for free and open access by the Graduate School of Education (GSOE) at DigitalCommons@Lesley. It has been accepted for inclusion in Educational Studies Dissertations by an authorized administrator of DigitalCommons@Lesley. For more information, please contact digitalcommons@lesley.
Running head: SELF-CARE AND RENEWAL Ph. Educational Studies with a Specialization in Educational Leadership The Perceptions of Private Special Education School Leaders Regarding Their Role in Promoting Self-Care and Renewal Practices for Themselves and Their Teachers A Dissertation Presented by Theresa Melito-Conners Submitted to the Graduate School of Education Lesley University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2019 School of Education SELF-CARE AND RENEWAL ii The Perceptions of Private Special Education School Leaders Regarding Their Role in Promoting Self-Care and Renewal Practices for Themselves and Their Teachers Theresa Melito-Conners Graduate School of Education Lesley University Ph. Educational Studies Educational Leadership Specialization Approvals In the judgment of the following signatories, this Dissertation meets the academic standards that have been established for the Doctor of Philosophy degree. Stephen Gould, Ed.
___________________________________ __________________ Doctoral Committee Chair Date Ulas Kaplan, Ed. ___________________________________ __________________ Doctoral Committee Member Date Mitch Abblett, Ph. ___________________________________ __________________ Doctoral Committee Member Date Stephen Gould, Ed. ___________________________________ __________________ Director, Education Leadership Specialization Date Brenda Matthis, Ed.
Educational Studies Date Amy Rutstein-Riley, Ph. ____________________________________ __________________ Interim Dean, Graduate School of Education Date SELF-CARE AND RENEWAL iii © Copyright By Theresa Melito-Conners 2019 All Rights Reserved SELF-CARE AND RENEWAL iv Abstract This qualitative study examined the perceptions of private special education school leaders regarding their role in promoting self-care and renewal. There is limited research on self-care and renewal in schools. Data were gathered through surveys and interviews that addressed three guiding research questions: (a) Do school leaders consider self-care and renewal practices to be important for themselves and their teachers? (b) What are the various ways school leaders report they promote self-care and renewal practices for themselves and their teachers? (c) What do school leaders believe to be the factors and conditions that inhibit and foster their efforts to implement self-care and renewal practices for themselves and their teachers? The data analysis process uncovered the following: (1) school leaders believe self-care and renewal practices are more important for their teachers than themselves, (2) importance of self-care and renewal practices that school leaders expressed does not correlate to the amount of time they spend promoting self-care and renewal practices for themselves or their teachers, (3) school leaders and their teachers would likely benefit from specific, tailored plans developed to address the area of self-care and renewal, (4) school leaders should share their self-care and renewal practices with their teachers, (5) school leaders should promote self-care and renewal practices in a routine way built into the school culture, (6) school leaders could benefit from practicing mindful leadership and reflective practices, (7) time constraints limit school leaders and teachers to promote self- care and renewal activities, (8) learning the importance of taking care of yourself comes with age.
The implications of these findings, future research, and recommendations are outlined. Keywords: self-care, renewal, special education, educational leadership, general education, private special education, approved private special education schools, school leaders, selfcare, well-being, wellbeing, teachers, leaders, administrators. SELF-CARE AND RENEWAL v Dedication My supportive and loving husband, Jeff Conners and my inspirational mother, Anna Maria Melito SELF-CARE AND RENEWAL vi Acknowledgments Many individuals have contributed to my success in this process. First, I am grateful for my doctoral committee.
They pushed me to expand my thinking and encouraged me throughout this process. Gould, my senior advisor, has been a constant supporter and guide. Kaplan showed an interest in my work during his course on Adult Learning and Development and provided thoughtful feedback and insight during this process. Abblett’s contributions and expertise assisted me greatly.
I am appreciative that he was able to be a part of this committee. I have been an admirer of Dr. Abblett’s work for many years. Being a part of the Lesley University Doctoral Program has been an honor.
This program has opened my eyes and contributed to my learning in new and exciting ways. The dedicated professors and staff are second to none, and my 2016 cohort members are the greatest cheerleaders. Special recognition goes to my partner in crime, Jacquelynne Chase for her unwavering encouragement and support, and to my honorary cohort member, Jackie Masloff who was a great sounding board and coding tutor during this process. I am especially appreciative for the private special education school leaders who shared their time and experiences with me for this study.
I hope that this study provides insight into self- care and renewal practices for you and your teachers. You have a hard job to do, but you do it so well. No matter where this journey takes me, I will always have a place in my heart for the private special education schools who work with the most challenging and vulnerable children. I want to thank my mentors, who have helped and supported me along the way.
There are far too many to name, but I would like to mention a few including Maryann Hichar, Doreen Ward, Vincent D’Antona, Mary Ni, Pamela Travers, James Major, and Jane Hardin. I would not be where I am today with their encouragement, support, and willingness to listen over the years. SELF-CARE AND RENEWAL vii Last, but certainly not least, I am forever grateful for the endless support I received from my mother, Anna Maria and my husband, Jeff. Anna Maria is a fearless educator who believes all students can learn and has helped thousands of students reach their potential throughout her career.
Jeff is an unwavering supporter who was always willing to go the extra mile so that I could be successful in this journey. This was not an easy road, and I would not have gotten through it without them. Lastly, my friends and colleagues, you no longer must listen to updates regarding this process! Thanks for always inspiring me to keep going. SELF-CARE AND RENEWAL viii TABLE OF CONTENTS ABSTRACT iv DEDICATION v ACKNOWLEDGEMENTS vi LIST OF TABLES AND FIGURES x TABLE OF CONTENTS viii CHAPTER ONE: INTRODUCTION 1 Statement of the Problem 3 Purpose of the Study 6 Definition of Terms 7 The Significance of the Study 8 Delimitations of the Study 9 Review of the Literature 10 Design of the Study 12 Rationale 12 Participants and Site Description 13 Development of Instruments 14 Data Collection 16 Data Analysis 17 Confidentiality 18 Chapter Outline 19 Summary 20 CHAPTER TWO: REVIEW OF THE LITERATURE Introduction 21 Definition of Self-Care and Renewal 22 The History and Evolution of Self-care and Renewal 24 Benefits of Self-Care and Renewal 27 Challenges to Health and Well-Being in Schools 31 Approaches to Providing Self-Care and Renewal 44 Obstacles to Self-Care and Renewal in Schools 52 The Role of the School Leader in Promoting Self-Care and Renewal 58 Factors and Conditions that Promote Self-Care and Renewal 66 Summary 70 CHAPTER THREE: METHOD Introduction 72 Research Method Rationale 72 Data Analysis and Synthesis 80 Issues of Trustworthiness 84 SELF-CARE AND RENEWAL ix Delimitations and Limitations 86 Summary 86 CHAPTER FOUR: FINDINGS Introduction 88 Demographic Data Collected 89 Data Collected for Guiding Research Question One 90 Analysis of Data Collected for Guiding Research Question One 96 Themes 97 Finding #1 97 Finding #2 98 Finding #3 98 Data Collected for Guiding Research Question Two 99 Analysis of Data Collected for Guiding Research Question Two 106 Themes 107 Finding #4 107 Finding #5 108 Finding #6 109 Data Collected for Guiding Research Question Three 109 Analysis of Data Collected for Guiding Research Question Three 117 Themes 118 Finding #7 119 Finding #8 119 Summary 120 CHAPTER FIVE: SUMMARY, DISCUSSION, FUTURE RESEARCH, FINAL REFLECTIONS Introduction 123 Summary of the Study 123 Discussion 125 Recommendations for Schools 136 School Working Conditions that Support Self-Care and Renewal 136 School Self-Care and Renewal Plans 137 Leadership Approaches to Support Self-Care and Renewal in Schools 138 Recommendations for Future Research 139 Final Reflections 144 REFERENCES 147 APPENDICES Appendix A: Invitation and Consent to Participate in Survey 157 Appendix B: Online Survey 158 Appendix C: Interview Consent Form 169 Appendix D: Interview Protocol 170 SELF-CARE AND RENEWAL x LIST OF TABLES AND FIGURES Table 1 – Highest and Lowest Ranked Behaviors 101 Table 2 – Common Risks Associated with Being a Teacher 113 Figure 1.
School Position of the Survey Respondents 88 Figure 2. Importance of Self-Care and Renewal 90 Figure 3. Percentage of Time Devoted Daily to Self-Care and Renewal Practices 91 Figure 4. Morale on a Typical Day 109 Figure 5.
How Often Teachers Express Concerns Over Self-Care and Renewal 110 Figure 6. Rank Order Working Conditions that Impact a Teacher’s Well-being 112 SELF-CARE AND RENEWAL 1 CHAPTER ONE: INTRODUCTION “Caring for myself is not self-indulgence; it is self-preservation” (as cited in Kisner, 2017, para. The rallying words of political activist and African American lesbian writer Audre Lorde in 1988 are necessary today in our education system while our leaders and teachers are being stretched beyond their limits. The challenges that educators face are well documented.
Increasing policy demands, overflowing classes, administering standardized assessments, student misbehavior, lack of support, the absence of collegial relationships, and insufficient knowledge from leaders and policymakers about what occurs in a classroom make this profession particularly difficult (Anderson, 2010; Kieschke & Schaarschmidt, 2008; Reichl, Wach, Spinath, Brünken & Karbach, 2014; Santoro 2018). When these aspects of teaching are combined with working with a special education population of students, the challenges are dramatically increased, and the risk of stress and burnout are amplified. Special education teachers manage the duties of a general education teacher plus they are required to address the individual and unique needs of every student, team demands and manage a caseload (Ansley, Houchins & Varjas, 2016). In Massachusetts, there is a designation of schools known as approved private special education schools.
These schools are approved by the Massachusetts Department of Elementary and Secondary Education (DESE) under the states special education law Chapter 766 (About, 2018). Additionally, many of these schools run residential programs licensed by the Department of Early Education and Care (EEC). Almost all of the Chapter 766 schools in Massachusetts are members of the trade association known as the Massachusetts Association of Approved Private Schools (maaps). maaps represents approximately 156 day and residential programs.
Collectively, maaps member schools serve approximately seven- SELF-CARE AND RENEWAL 2 thousand students and employ nearly ten-thousand staff across all programs. maaps member schools handle the most challenging students in the Commonwealth and beyond with a variety of complex, individualized needs. Students come from all over the world in some cases to attend maaps member schools. These schools are highly specialized and outfitted to handle the multitude of difficulties their students face.
In my role as the Director of Member Assistance and Development at maaps, I regularly hear concerns from the leaders and teachers in the private special education schools concerning their well-being. These concerns range from retention, morale, job satisfaction, stress, compassion fatigue, secondary traumatic stress, demoralization, and burnout. The leaders are looking for ways to support their teachers and their well-being.