Effects of a Prosociality Intervention on Prek-12 Teachers’ Occupational Wellness and Colleague Relationships
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Psychology and Special Education
Date of Award
Spring 2025
Abstract
The issue of teacher stress and burnout are long-documented issues within the education system (Agyapong et al., 2023; Brasfield et al., 2019; Jones and Ali, 2021; Pressley, 2021; Wettstein et al., 2021). These were only exacerbated by the COVID-19 pandemic (Baker et al., 2021; Herman et al., 2021; Hesham Abdou Ahmed, 2023; Pressley, 2021; Westphal et al., 2022). These have led to high levels of attrition and turnover in the teaching profession (Bastian & Fuller, 2023; Carver-Thomas et al., 2021). As a result, many teachers are reporting low levels of occupational wellness (Carroll et al., 2022; Farley & Chamberlain, 2021; Keeley, 2024). In efforts to address this problem, the current study sought to implement an 8-week prosociality task-related intervention to help with improving teacher wellness and colleague relationships and job satisfaction (two variables related to teacher wellness). It was hypothesized that participation in this intervention would lead to higher levels in the outcome variables of teacher wellness, colleague relationships, and job satisfaction. Although significant differences were not found to support the hypothesis, a medium or large effect size was found for the measurements of all the outcome variables, presenting encouraging potential for this intervention if and when it is replicated in the future. Future research is also discussed.
Advisor
Kelly Carrero
Subject Categories
Education | Educational Psychology
Recommended Citation
Roming, Sinjin Michael Paul, "Effects of a Prosociality Intervention on Prek-12 Teachers’ Occupational Wellness and Colleague Relationships" (2025). Electronic Theses & Dissertations. 1278.
https://digitalcommons.tamuc.edu/etd/1278
