Factors Influencing Teacher Professional Autonomy and Career Satisfaction: The Effects of Unrealistic Professional Expectations Surrounding Student-Centered and Technology Implementation Tropes

Author

Karla Gabriela Lopez, The University of Texas Rio Grande Valley

Date of Award

12-1-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Pauli Badenhorst

Second Advisor

Jair Aguilar

Third Advisor

Ignacio Rodriguez

Abstract

The research problem is to investigate to what extent unrealistic professional expectations stemming from a predominant emphasis on the tropes of student-centeredness and technology integration impact teachers’ experiences of professional autonomy and career satisfaction. The purpose of this study is to find out what factors impact teacher autonomy and career satisfaction while also considering how teachers can be effectively supported to improve these areas. Utilizing a narrative inquiry approach, this qualitative study will be held in the Rio Grande Valley and will analyze interviews of both current teachers and teachers who have recently left the profession. Therefore, this study will investigate teacher experiences through two different perspectives to render a better spectrum regarding the attrition phenomenon, teacher autonomy, and career satisfaction. This will provide a better understanding of how teachers can be supported and hopefully increase teacher retention and minimize the teacher shortage.

Comments

Copyright 2025 Karla Gabriela Lopez. All Rights Reserved. https://proquest.com/docview/3292615455

Recommended Citation

Lopez, K. G. (2025). Factors Influencing Teacher Professional Autonomy and Career Satisfaction: The Effects of Unrealistic Professional Expectations Surrounding Student-Centered and Technology Implementation Tropes [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1808