This paper explores a study completed with two first-year teachers over a three-month period while self-care strategies were suggested and practiced. The paper discusses the impact that practicing and not practicing self-care has on first-year teachers’ attitudes and attendance. It also includes firsthand accounts from journal entries completed by both first-year teachers.

Author Biography

Leia Baker currently teaches in the Kansas City metro area at the Kindergarten level. She has a Bachelor’s of Science in Education from The University of Missouri – Columbia and a Master’s in Curriculum and Instruction from Northwest Missouri State University. She also enjoys reading, exercising, and spending time with friends and family.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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