Dissertation Defense Announcement Ed.D. Program: Danielle Dagounis “Examining the Efficacy of an Alternative Teacher Evaluation Model on Experienced Educators’ Job Satisfaction: A Mixed Methods Study”

The shortage of high-quality certified educators remains a critical challenge, driven in part by declining teacher job satisfaction. Research consistently links teacher job satisfaction to professional autonomy, collegial collaboration and support, and opportunities for growth. To better support the needs of a diverse workforce, the New Jersey Department of Education introduced Reflective Practice, an alternative evaluation model designed to promote personalized learning. This explanatory sequential mixed methods study examined how participation in the model influenced experienced educators’ job satisfaction and retention.

Findings from a survey and interviews revealed that Reflective Practice positively influenced multiple dimensions of job satisfaction, including self-efficacy, autonomy, collaboration, and professional enthusiasm. More than half of participants reported increased willingness to remain in their current district, with second-stage educators (4–10 years of experience) showing greater sensitivity to these effects. The model’s impact varied by educator subgroup and local implementation: male educators preferred its structure and experimentation; Hispanic/Latinx educators favored collaboration and relevance; and those teaching younger students or working in districts with strong onboarding and reduced formal observations reported greater benefits. Reflective Practice fostered purpose-driven, contextually grounded professional growth, especially for educators at higher risk of attrition.

These findings offer valuable guidance for redesigning educator evaluation and professional development in New Jersey’s PK-12 schools. By prioritizing autonomy, collaboration, and reflective inquiry, districts can better support teacher satisfaction, growth, and retention, particularly for mid-career educators.

Keywords: Reflective Practice, teacher retention, job satisfaction, second-stage educators, educator evaluation, professional development, teacher autonomy, collaboration, mixed methods research