Date of Award
1-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College for Education and Engaged Learning
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Helenrose Fives
Committee Member
Kathryn Herr
Committee Member
Pablo Tinio
Abstract
Using portraiture, I explored how and why four K-12 public school teachers integrated boundaries between home and work and how this integration supported and was supported by self-determination. After recruiting four teachers who engaged in high levels of integration, I created portraits of each participant. Next, I analyzed across portraits using SDT as a lens to understand the commonalities of teacher boundary integration and identified five cross-portrait themes: Doing What Works for You: Autonomy and Integration; Connection is Everything; Boundary-less Vision: Seeing in a Different Way; Teaching as Therapy and Service: Role Identity Salience with a Twist; and A Balancing Act: The Complexities of Integration. For these actors, integration was a manifestation of reflective practice and an exercise of autonomy, potentially satisfying the needs of relatedness and competence. Findings can be used to better understand the complexities of teacher integrators and inspire new research on teacher boundary integration and SDT and prompt methodological considerations for portraiture and boundary theory.
File Format
Recommended Citation
Tarsitano, Stephen, "Teacher Integrators: Exploring How and Why K-12 Teachers Integrate Boundaries and the Effects of Boundary Integration on Feelings of Self-determination" (2025). Theses, Dissertations and Culminating Projects. 1496.
https://digitalcommons.montclair.edu/etd/1496
Included in
Photography Commons, Psychology Commons, Teacher Education and Professional Development Commons
