Date of Award
2-9-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Committee Members
Alicia Shaw; Jackie McBride
Call Number
LD 251 .A566d 2022 W43
Abstract
This study was conducted to determine whether a significant difference existed between principals working in public elementary schools in Missouri using a traditional, five-day schedule and principals working in public elementary schools in Missouri that use an alternative, four-day schedule when comparing their perceptions of work-life balance, time for self-care, work-related stress, self-efficacy, and overall job satisfaction. An electronic survey was sent to public elementary schools in Missouri utilizing both four-day and five-day calendars. The survey instrument included questions in the areas of work-life balance, time for self-care, work-related stress, self-efficacy, and overall job satisfaction as well as demographic information. Results were analyzed after performing a series of Mann-Whitney tests to determine statistical significance. Results showed those with five- day work weeks had higher agreement that they felt anxious thinking about work while those with four-day work weeks reported their work had more meaning for them. Key findings from this study should give insights to district administrators and school boards to make informed decisions regarding the school week calendar when trying to attract and retain staff.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Weber, Laura E., "The Four-Day School Week as A Path for Principal Attraction and Retention: Perceptions of Elementary Principals in Missouri" (2023). Student Theses and Dissertations. 215.
https://arch.astate.edu/all-etd/215
