Exploring Teacher Perceptions on 4-Day School Weeks in Texas Public Schools: A Mixed Methods Study
Keywords:
4-Day School Week, Teacher Perceptions, Effective Teacher Workforce, Academic Achievement, Work-life BalanceAbstract
This study focuses on the perceptions of teachers in a central Texas 4A school district, spanning kindergarten through fourth grade, following the implementation of a 4-day school week. Utilizing Google Forms surveys with binary quantitative and open-ended qualitative questions, informed consent forms were distributed to the superintendent and sixty-eight faculty members of an elementary school. The survey aimed to collect insights on instructional planning, student well-being, work-life balance, attendance, extracurricular activities, and potential impacts on after-school childcare. Results indicate positive responses in all areas surveyed. Teachers noted that the transition to a 4-day week positively affected instructional planning, lowered stress levels, and more time provided for various commitments. The study also explored personal reflections from educators, revealing positive changes in teaching style and outlook towards the education profession. The findings suggest that the 4-day school week has the potential to enhance teacher well-being, reduce burnout, and improve retention rates. This study contributes valuable insights for school districts considering this scheduling approach, highlighting potential benefits for both teachers and students. The positive teacher perceptions indicate that such changes may foster a healthier work-life balance, contributing to a more positive outlook within the field of education.
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References
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