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Ethnodrama as a Path to Teacher Euphoria: How Might Ethnodrama Influence Teachers' Perceptions of Themselves and Promote Teacher Euphoria?

Grist, Rodney W.
http://orcid.org/0000-0001-8936-779X
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1446304885

Abstract Details

2015, Ph.D., Antioch University, Leadership and Change.
This study is intended as a mini-pilot program, exploring the potential of ethnodrama to positively impact the burnout experiences of urban public secondary teachers. The current study holds small sample sizes and limited development time, yet an informant panel of nine teachers met in three sessions to discuss and reveal their personal stories, and to plan an ethnodramatic performance to be shared with the entire school faculty and administration (Mienczakowski, Handbook 468; Saldaña, Anthology 2). Informant panelists’ dispositions toward burnout was measured pre and post experience via the Maslach Burnout Inventory, and a small, non- participant group was also measured for comparison purposes. The research project was essentially Action Research through performance, with the researcher positioned as an insider, working in a joint effort with other insiders in my organization (Mienczakowski and Morgan 219). Qualitative in scope, my research grows from a place of concern and passion for my vocation. The purpose of this study was to determine how interactive theatre, specifically Ethnodrama, might have a positive influence on teachers by promoting teacher euphoria©, thereby increasing self-efficacy, reducing stress, and minimizing the loss of quality human capital in our schools. Results, though statistically insignificant, demonstrated a clear and present need for effective teacher development in the urban public school. Further, the study continues to support the growing research on ethnodrama as a tool for change in a variety of professions. A larger sample size, more time to develop the ethnodrama, and an assessment tool more closely aligned with the specific topic areas dictated by the panel, are among the recommendations for further study. This mini-pilot shows potential for widespread use with teacher groups. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioc.edu/ and Ohio LINK ETD Center, https://etd.ohiolink.edu
Jon Wergin, Ph.D. (Committee Chair)
Laurien Alexandre, Ph.D. (Committee Member)
Susie Erinrich, Ph.D. (Committee Member)
George Belliveau, Ph.D. (Other)
192 p.
Education; Educational Leadership; Inservice Training; Performing Arts; Secondary Education; Teacher Education; Teaching; Theater
Teachers; Teaching; Ethnodrama; Faculty Development; Euphoria; Self-Care; Self-Perception; Stress; Burnout; Action Research

Recommended Citations

Citations

  • Grist, R. W. (2015). Ethnodrama as a Path to Teacher Euphoria: How Might Ethnodrama Influence Teachers' Perceptions of Themselves and Promote Teacher Euphoria? [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1446304885

    APA Style (7th edition)

  • Grist, Rodney. Ethnodrama as a Path to Teacher Euphoria: How Might Ethnodrama Influence Teachers' Perceptions of Themselves and Promote Teacher Euphoria? 2015. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1446304885.

    MLA Style (8th edition)

  • Grist, Rodney. "Ethnodrama as a Path to Teacher Euphoria: How Might Ethnodrama Influence Teachers' Perceptions of Themselves and Promote Teacher Euphoria?" Doctoral dissertation, Antioch University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1446304885

    Chicago Manual of Style (17th edition)

antioch1446304885
970
© 2015, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.