Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

ANGELA LOUQUE

Abstract

ABSTRACT

This qualitative study explores the impact of looping on elementary educators, focusing on how teaching the same group of students for multiple years influences instructional practices, professional growth, and classroom dynamics. Using one-on-one interviews with seven experienced educators, this research identifies three overarching themes: (a) teachers’ feelings of autonomy, (b) the relationships established with students and families, and (c) familiarity with curriculum and expectations. Findings suggest that looping makes teachers more effective by fostering deeper relationships, increasing confidence in instructional strategies, and improving job satisfaction. Participants reported that continuity in teaching led to stronger classroom communities, improved student engagement, and a more personalized approach to learning. While looping presents challenges, such as adapting to multiple grade levels, educators overwhelmingly expressed a preference for the practice, citing its long-term benefits. This study provides valuable insights for educational leaders, policymakers, and future researchers by highlighting the significance of looping in supporting both teacher retention and student achievement. Recommendations for professional development, curriculum planning, and future research are also discussed.

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