서브메뉴
검색
"Out in Nature Is Where My Students and I Found Grace": Exploring the Relationship Between Teacher Well-Being and Outdoor Nature-Based Learning
"Out in Nature Is Where My Students and I Found Grace": Exploring the Relationship Between Teacher Well-Being and Outdoor Nature-Based Learning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105315
- ISBN
- 9798265466198
- DDC
- 370
- 서명/저자
- Out in Nature Is Where My Students and I Found Grace: Exploring the Relationship Between Teacher Well-Being and Outdoor Nature-Based Learning
- 발행사항
- [Sl] : Arizona State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 175 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisor: Zuiker, Steven.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2025.
- 초록/해제
- 요약Research suggests that teachers suffer from stress, anxiety and burnout, contributing to high levels of attrition, low teacher morale and well-being. The residual effects of COVID-19 have resulted in reports of teachers feeling isolated and emotionally exhausted, which further impacts their sense of well-being. As teacher well-being has important implications for PreK-12 education, being closely linked to teacher performance, effectiveness, and student success, it is an important area of research and the focus of this study. Current research suggests that spending time in nature positively impacts well-being and may be a means to fostering teacher well-being. However more research is needed to understand the relationship between teacher well-being and outdoor NBL. Through an NBL lens and drawing on the theoretical frameworks of biophilia, and positive psychology's well-being theory, this study utilized a mixed methods convergence design, guided by a pragmatic approach, to compare teachers' well-being between outdoor teachers and primarily indoor teachers and to explore teachers' perceptions of outdoor NBL in relation to their well-being. Eight-four elementary school teachers from Arizona participated in a quantitative well-being survey and ten participated in qualitative journaling. The study compared the self-reported well-being of outdoor NBL teachers to that of their peers who teach primarily indoors and found that outdoor NBL teachers report significantly higher levels of positive emotions and physical health than teachers in the primarily indoor study condition. Additionally, the study found that study condition (outdoor vs. primarily indoor) was a significant predictor of positive emotions and physical health. Qualitative data were analyzed with reflexive thematic analysis and found that teachers have a strong positive perception of outdoor NBL and its impact on their well-being. Finally, integration of the findings led to the development of two meta-inferences supporting a positive relationship between outdoor NBL and teacher well-being. Findings further illustrate the complex nature of well-being and suggest an intentional causation between outdoor NBL and teacher well-being-such that teachers' beliefs and values lead to their implementation of practices that support their well-being. Implications and further directions for research are discussed.
- 일반주제명
- Environmental education
- 일반주제명
- Elementary education
- 일반주제명
- Educational psychology
- 키워드
- Biophilia
- 키워드
- COVID-19
- 기타저자
- Arizona State University Learning Literacies and Technologies
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017360172
■00520260202105315
■006m o d
■007cr#unu||||||||
■020 ▼a9798265466198
■035 ▼a(MiAaPQ)AAI32286141
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aSchmidt, Annette C.
■24510▼a"Out in Nature Is Where My Students and I Found Grace": Exploring the Relationship Between Teacher Well-Being and Outdoor Nature-Based Learning
■260 ▼a[Sl]▼bArizona State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a175 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisor: Zuiker, Steven.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2025.
■520 ▼aResearch suggests that teachers suffer from stress, anxiety and burnout, contributing to high levels of attrition, low teacher morale and well-being. The residual effects of COVID-19 have resulted in reports of teachers feeling isolated and emotionally exhausted, which further impacts their sense of well-being. As teacher well-being has important implications for PreK-12 education, being closely linked to teacher performance, effectiveness, and student success, it is an important area of research and the focus of this study. Current research suggests that spending time in nature positively impacts well-being and may be a means to fostering teacher well-being. However more research is needed to understand the relationship between teacher well-being and outdoor NBL. Through an NBL lens and drawing on the theoretical frameworks of biophilia, and positive psychology's well-being theory, this study utilized a mixed methods convergence design, guided by a pragmatic approach, to compare teachers' well-being between outdoor teachers and primarily indoor teachers and to explore teachers' perceptions of outdoor NBL in relation to their well-being. Eight-four elementary school teachers from Arizona participated in a quantitative well-being survey and ten participated in qualitative journaling. The study compared the self-reported well-being of outdoor NBL teachers to that of their peers who teach primarily indoors and found that outdoor NBL teachers report significantly higher levels of positive emotions and physical health than teachers in the primarily indoor study condition. Additionally, the study found that study condition (outdoor vs. primarily indoor) was a significant predictor of positive emotions and physical health. Qualitative data were analyzed with reflexive thematic analysis and found that teachers have a strong positive perception of outdoor NBL and its impact on their well-being. Finally, integration of the findings led to the development of two meta-inferences supporting a positive relationship between outdoor NBL and teacher well-being. Findings further illustrate the complex nature of well-being and suggest an intentional causation between outdoor NBL and teacher well-being-such that teachers' beliefs and values lead to their implementation of practices that support their well-being. Implications and further directions for research are discussed.
■590 ▼aSchool code: 0010.
■650 4▼aEnvironmental education
■650 4▼aElementary education
■650 4▼aEducational psychology
■653 ▼aBiophilia
■653 ▼aNature-based learning
■653 ▼aOutdoor education
■653 ▼aTeacher well-being
■653 ▼aCOVID-19
■690 ▼a0442
■690 ▼a0524
■690 ▼a0525
■71020▼aArizona State University▼bLearning, Literacies and Technologies.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360172▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
