Date of Award
Spring 2-26-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Organizational Leadership
First Advisor
Laurie Goodman
Second Advisor
Len Hightower
Third Advisor
Myrna Côté
Abstract
Purpose: The purpose of this phenomenological study was to determine K-12 school mental health practitioners’ perceptions of their experiences working with students following the 2-year educational/social/emotional trauma of the COVID-19 pandemic with regard to the mental health practitioners’ mindset, behavior, performance, and social connections. Methodology: The researcher conducted a phenomenological study examining particular experiences of participants to understand their perspective during a phenomenon (McMillan & Schumacher, 2006). This qualitative study interviewed 12 school mental health practitioners who served in K-12 public schools after the pandemic in Los Angeles County, California. Semi-structured interview questions were used for data collection and aligned to Albert Bandura’s theory of self-efficacy. Findings: Examination of data from the 12 participants produced key findings aligned with Bandura’s (1977) self-efficacy theory and ecological systems theory because the changes in the mental health practitioners’ role required a change in mindset and self-efficacy as each individuals’ development was influenced by the environment and interacting systems (Cherry, 2023). According to social disruption theory, the pandemic impacted the safety and stability of individuals and social infrastructures (Arnold, 2012). Conclusions: The study conclusions indicate the mental health practitioners experienced rapid and extreme changes and an increase and amplification of their personal and role needs, which resulted in negative impacts on their self-efficacy. Participants engaged in self-care strategies to remain committed and focused to fulfill their role in K-12 education. Participants engaged in social connections to support their self-efficacy. Recommendations: Further research is recommended regarding how school districts are supporting school mental health practitioners.
Recommended Citation
Benitez Esparza, Viridiana, "Returning to School After a Pandemic: K-12 School Mental Health Practitioners’ Perspectives Returning to School in Regard to Mindset, Behavior, Performance, and Social Connections" (2024). Dissertations. 551.
https://digitalcommons.umassglobal.edu/edd_dissertations/551