Examining the Influence of Schools’ Federal Designation on Teachers’ Workplace Stress and Self-Efficacy

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Abstract

This qualitative phenomenological study examined how the federal “Comprehensive Support and Improvement” (CSI) designation influenced teachers’ workplace stress and self-efficacy at Oklahoma’s largest virtual charter high school. Grounded in Bandura’s Social Cognitive Theory, the study explored whether CSI status contributed to workplace stress and, in turn, influenced teachers’ self-efficacy in classroom management, instructional strategies, and student engagement. Fourteen high school teachers participated in semi-structured interviews, and data were analyzed using Creswell and Poth’s spiral method. Findings revealed six emergent themes indicating that teachers experienced heightened stress due to external pressures. Stress negatively influenced self-efficacy in instructional strategies and student engagement. These findings offered implications for policy, practice, and support systems in virtual school improvement efforts.

Authors

• Kimberly Michelle Seybolt, Arkansas State University

• Ibrahim Duyar, Arkansas State University