Abstract

The purpose of this action research (AR) study was to explore how AR can serve as a participatory research design for bridging the research–practice gap in Human Resource Development (HRD) by collaboratively designing, implementing, and evaluating a therapy dog intervention to enhance teacher well-being. One primary research question guided this study: How can action research serve as a participatory research design for bridging the research–practice gap in HRD through the collaborative design and implementation of a therapy dog intervention for elementary school teachers? I conducted a two-phase AR study consisting of a pilot study followed by a full-scale intervention. Data were collected through observational field notes, semi-structured interviews with participating teachers and therapy dog handlers, action research team meeting records, post-session surveys, and physiological indicators such as heart rate and blood pressure. Qualitative data were analyzed using thematic analysis, and quantitative and physiological data were descriptively summarized to support triangulation. Analysis of the data yielded four themes reflecting participants’ experiences across the AR cycles, including: 1) stepping into the process, 2) settling in and connecting, 3) finding voice and collaboration, and 4) looking forward with new understandings. The findings suggest that AR supported teacher well-being by embedding inquiry within everyday practice and engaging participants as active contributors to the intervention. Implications for HRD research and practice include using participatory approaches to address workplace well-being and the need for additional AR studies across diverse organizational contexts.

Date of publication

Spring 2026

Document Type

Dissertation

Language

english

Persistent identifier

http://hdl.handle.net/10950/5028

Committee members

Yonjoo Cho, Rochell McWhorter, Ingeborg Kroese

Degree

Doctor of Philosophy

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