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Teachers' Experiences of Congruence and Aliveness Open Access


Other title
teachers finding congruence
Congruence and aliveness
Type of item
Degree grantor
St. Stephen's College
Author or creator
Josée Marie Léonie Ouellette
Supervisor and department
Dr. Bonnie K. Lee
Examining committee member and department
Dr. Colleen MacDougall
Dr. Barbara Paulson
Date accepted
Graduation date
Master of Psychotherapy and Spirituality
Degree level
This phenomenological investigation asked “What are teachers’ lived experiences of congruence and aliveness in the workplace?” Congruence is about living in a way that is respectful and open to self and to others while acknowledging the current context and one’s own history. This study sought to understand four teachers’ experience of feeling alive in their jobs and what impeded or facilitated this experience. In-depth interviews were analysed using van Manen (2006) and Langdridge’s (2007) method of discovering the thematic aspects of a phenomenon. Four themes were identified to contribute to teachers’ positive experience of congruence and aliveness: struggling and striving, acknowledgment, engagement and viewing teaching as a calling. The study revealed that congruence is not a state one achieves but rather a dynamic process of constant striving toward alignment. When teachers find their own congruence, they actually feel more enlivened and stay in the profession. Implications for the teaching profession, administrators and the educational settings are discussed.
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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File title: Participants’ Experiences of the 4 As of Congruence
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