{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13076"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13076","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"The power of the circle : a qualitative study examining the restorative circle practice and its impact on the well-being of novice teachers.","abstract":"There are a multitude of challenges facing the education profession, especially our teachers in the field. Teachers are often dissatisfied due to two prevalent stressors: teacher workload and student discipline and behavior (Borg & Riding, 1991; Boyle et al., 1995; Chaplain, 2008; Klassen, 2010; Skaalvik & Skaalvik, 2009). Given the need to manage classroom behavior and encourage a healthy classroom environment, many schools across the nation have begun implementing Restorative Practices. Since schools are implementing Restorative Practices, specifically the Circle Practice within the classroom for students, the Restorative Circle Practice could be a method that influences positive teacher well-being. This practice could yield not only positive outcomes with students but also have a beneficial impact on teacher well-being, both personally and professionally (Boyes-Watson, 2015). This embedded case study aims to understand novice teachers' well-being while implementing Restorative Circle Practice with their students, especially since teacher and student well-being can be linked through complex and interrelated factors (Harding et al., 2019). To date, the interpersonal relationship between teachers and students has been largely ignored as a factor of significance to teacher well-being (Spilt et al., 2011). This study examines three novice (0-four years of teaching experience) teachers at a discipline alternative education program (DAEP) through semi-structured individual interviews, observations, and a focus group to gain an understanding of the teachers' experiences. The results highlight that the strategy, the Restorative Circle, which is used to manage classroom behavior and build a healthy classroom environment, had a positive impact on teacher well-being. Recommendations and suggestions are made for practitioners, and further research is recommended in this area.","abstract_html":"There are a multitude of challenges facing the education profession, especially our teachers in the field. Teachers are often dissatisfied due to two prevalent stressors: teacher workload and student discipline and behavior (Borg & Riding, 1991; Boyle et al., 1995; Chaplain, 2008; Klassen, 2010; Skaalvik & Skaalvik, 2009). Given the need to manage classroom behavior and encourage a healthy classroom environment, many schools across the nation have begun implementing Restorative Practices. Since schools are implementing Restorative Practices, specifically the Circle Practice within the classroom for students, the Restorative Circle Practice could be a method that influences positive teacher well-being. This practice could yield not only positive outcomes with students but also have a beneficial impact on teacher well-being, both personally and professionally (Boyes-Watson, 2015). This embedded case study aims to understand novice teachers' well-being while implementing Restorative Circle Practice with their students, especially since teacher and student well-being can be linked through complex and interrelated factors (Harding et al., 2019). To date, the interpersonal relationship between teachers and students has been largely ignored as a factor of significance to teacher well-being (Spilt et al., 2011). This study examines three novice (0-four years of teaching experience) teachers at a discipline alternative education program (DAEP) through semi-structured individual interviews, observations, and a focus group to gain an understanding of the teachers' experiences. The results highlight that the strategy, the Restorative Circle, which is used to manage classroom behavior and build a healthy classroom environment, had a positive impact on teacher well-being. Recommendations and suggestions are made for practitioners, and further research is recommended in this area.","abstract_has_math":false,"creators":["Nickerson, Cierra B., 1987-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Sterrett, William."],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T01:07:56Z","subjects":["Novice teachers.","Teacher well-being.","Restorative circle.","Workload.","Student discipline.","Student behavior.","Classroom management.","Teacher-student relationship.","Classroom environment."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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Since schools are implementing Restorative Practices, specifically the Circle Practice within the classroom for students, the Restorative Circle Practice could be a method that influences positive teacher well-being. This practice could yield not only positive outcomes with students but also have a beneficial impact on teacher well-being, both personally and professionally (Boyes-Watson, 2015). This embedded case study aims to understand novice teachers' well-being while implementing Restorative Circle Practice with their students, especially since teacher and student well-being can be linked through complex and interrelated factors (Harding et al., 2019). To date, the interpersonal relationship between teachers and students has been largely ignored as a factor of significance to teacher well-being (Spilt et al., 2011). This study examines three novice (0-four years of teaching experience) teachers at a discipline alternative education program (DAEP) through semi-structured individual interviews, observations, and a focus group to gain an understanding of the teachers' experiences. The results highlight that the strategy, the Restorative Circle, which is used to manage classroom behavior and build a healthy classroom environment, had a positive impact on teacher well-being. Recommendations and suggestions are made for practitioners, and further research is recommended in this area."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The power of the circle : a qualitative study examining the restorative circle practice and its impact on the well-being of novice teachers."]}]}],"canonical_facts":{"dc:contributor.advisor":["Sterrett, William."],"dc:creator":["Nickerson, Cierra B., 1987-"],"dc:date.accessioned":["2024-12-19T15:57:44Z"],"dc:date.available":["2024-12-19T15:57:44Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["There are a multitude of challenges facing the education profession, especially our teachers in the field. Teachers are often dissatisfied due to two prevalent stressors: teacher workload and student discipline and behavior (Borg & Riding, 1991; Boyle et al., 1995; Chaplain, 2008; Klassen, 2010; Skaalvik & Skaalvik, 2009). Given the need to manage classroom behavior and encourage a healthy classroom environment, many schools across the nation have begun implementing Restorative Practices. Since schools are implementing Restorative Practices, specifically the Circle Practice within the classroom for students, the Restorative Circle Practice could be a method that influences positive teacher well-being. This practice could yield not only positive outcomes with students but also have a beneficial impact on teacher well-being, both personally and professionally (Boyes-Watson, 2015). This embedded case study aims to understand novice teachers' well-being while implementing Restorative Circle Practice with their students, especially since teacher and student well-being can be linked through complex and interrelated factors (Harding et al., 2019). To date, the interpersonal relationship between teachers and students has been largely ignored as a factor of significance to teacher well-being (Spilt et al., 2011). This study examines three novice (0-four years of teaching experience) teachers at a discipline alternative education program (DAEP) through semi-structured individual interviews, observations, and a focus group to gain an understanding of the teachers' experiences. The results highlight that the strategy, the Restorative Circle, which is used to manage classroom behavior and build a healthy classroom environment, had a positive impact on teacher well-being. Recommendations and suggestions are made for practitioners, and further research is recommended in this area."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/13076"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Novice teachers.","Teacher well-being.","Restorative circle.","Workload.","Student discipline.","Student behavior.","Classroom management.","Teacher-student relationship.","Classroom environment."],"dc:title":["The power of the circle : a qualitative study examining the restorative circle practice and its impact on the well-being of novice teachers."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:56Z"}