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Perspectives of teachers working in a four-day school week in Saskatchewan

Resource type
Thesis type
(Project) M.Ed.
Date created
2022-08-08
Authors/Contributors
Author: Tapper, Kyle
Abstract
The four-day school week (4DSW) is an emerging concept in public education in North America. In Canada, there are only a few districts or divisions that have made the switch from a traditional five-day school week to a four-day school week. However, in recent years' interest in moving to a 4DSW has grown. This case study was untaken to explore the perspectives of teachers working in the 4DSW in a Canadian province and to build upon the lack of current literature from a Canadian perspective. Semi-structured, qualitative interviews were conducted with teachers to gain an understanding of the four-day school week specifically on student well-being, academic achievement, teacher perceptions, and teacher retention. Two teachers from the Prairie South School Division in Saskatchewan were interviewed for this study. Qualitative analysis of the semi-structured interviews identified strong support for the four-day school week, citing its positive impact on students and staff. The teachers reported that students' well-being and school culture improved, student academic achievement was not negatively impacted, teachers have strong positive perceptions of the four-day school week and teachers reported a strong desire to remain within the four-day school week and not return or move to a school the operate on the five-day school system. The findings of the research are positive and beneficial to school district leaders considering a move to a four-day school week. However, it is noted that there is a lack of research regarding four-day school weeks within the Canadian context and further research is needed.
Document
Extent
28 pages.
Identifier
etd22034
Copyright statement
Copyright is held by the author(s).
Permissions
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Supervisor or Senior Supervisor
Thesis advisor: Pidgeon, Michelle
Language
English
Member of collection
Download file Size
etd22034.pdf 567.81 KB

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