Research method

Question 3:

This quasi-experimental method makes a positive difference in studying my question because it allows for the real-world implementation of a potentially beneficial intervention without the logistical and ethical challenges of randomly assigning new staff to different working conditions. By comparing the work-life balance and retention rates of those who choose the flexible schedule to those who adhere to the standard schedule, I can gather practical data on the perceived impact of this program in our specific school environment. While not establishing strict causality like a true experiment, the findings can still provide valuable insights into whether offering flexible scheduling is associated with improved work-life balance and increased teacher retention, informing future policy decisions for supporting our new teaching staff.

Here are my responses to your prompts, acting as the principal of the local public school:

Question 1:

My research question is: Does the implementation of a flexible scheduling program, allowing new teachers to choose their preferred start and end times within a set window, significantly improve their reported levels of work-life balance and intent to remain at the school after one academic year, compared to new teachers following a standardized schedule?

Question 2:

The method I would choose to study this question is quasi-experimental. This is a non-experimental method because I cannot randomly assign new teachers to the flexible scheduling program or the standardized schedule group. The implementation of the flexible scheduling program would likely be offered as an option that new teachers can voluntarily participate in, rather than a condition they are randomly assigned to. This lack of random assignment means pre-existing differences between the groups could influence the outcomes, making it difficult to definitively establish a causal link between the scheduling program and the results