Date of Conferral







James Herndon


In the field of education, work-life challenges are becoming a source of concern, especially during the recent global pandemic. This study sought to identify relationships between teaching environment, instructional coaching, perceived organizational support, and work-life quality. The variables in the study were measured using the following validated instruments: classroom environment scale; coaching evaluation scale; perceived organizational support scale; and the work-related quality of life scale. This research was informed by the ecological system theory, which served as the theoretical basis for the investigation. Elements of the ecological systems theory express a complex system of relationships that affects multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values. Educators working at a government connected military school outside the continental United States were the population for this study. M-Turk was used to collect sample data from 75 educators who took part in the study. Regression analysis revealed that teaching environment, instructional coaching, and perceived organizational support did not individually or collectively predict work-life quality among educators. Findings indicate that additional research is needed to examine quality of educators’ work-life, including psychological, behavioral, and sociocultural factors. Further research could potentially lead to positive social change by assisting school administrators assess policies and standards to improve the effectiveness of work-life quality among educators.

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