Ed.D. Dissertations

Date of Award


Document Type

Open Access Dissertation


College of Education



Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Brianna Parsons, Ed.D.

Content Specialist

Lori Sanchez, Ed.D.

Content Reader

Audrey Rabas, Ph.D.


personality type, introvert, introversion, Danielson framework, teaching, teacher effectiveness, qualitative, phenomenological, introvert exhaustion, extrovert ideal


In this qualitative, phenomenological study, effective K–12 introvert teachers were interviewed to determine how they achieve effectiveness within Danielson’s (2011) four domains of planning and preparation, classroom environment, instruction, and professional responsibilities. The participants discussed the strategies they use to overcome the challenges they face as teachers, as well as how they leverage their introvert personality strengths. The 10 study participants frequently experienced exhaustion related to their job responsibilities and expressed the need to find ways to recharge in order to have the energy needed to be effective. Participants avoided extrovert behaviors when possible, but they also realized that sometimes they must use these types of behaviors in their profession in order to be effective. The relationships they developed with their students were important to them, and they described often engaging in actions that were contrary to their introverted nature in order to develop these relationships. Participants also described their strong need to feel prepared for instruction as well as other professional responsibilities. Finally, the participants shared how they have experienced an extrovert ideal in their profession and how they navigate this by coming to terms with their own needs and strengths as introverts. The findings of the study provide insight into the unique challenges and needs of introvert teachers, as well as the strategies they use to achieve effectiveness.

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