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Emily Macdonald Merchant Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee: Susan Dreyer-Leon, Ed.D., Committee Chair Torin Finser, Ph.D., Committee Member Elizabeth Beaven, Ed.D., Committee Member

Keywords

Waldorf education, teacher training, professional development, self-efficacy, pedagogical instinct, grounded theory, mixed methods

Document Type

Dissertation

Publication Date

2025

Abstract

This mixed-methods study explores the concept of Pedagogical Instinct (PI) in Waldorf education by examining its relationship to the teacher’s sense of self-efficacy and professional development. Connected to Rudolf Steiner’s educational philosophy, PI refers to the intuitive and adaptive capacity of teachers to respond to students’ individual needs, integrating technical skills, relational awareness, and ego development. Quantitative data from 168 survey respondents were analyzed to assess relationships between self-efficacy, PI, teacher training, and demographic variables. Qualitative data from 65 respondents to 9 open-ended questions provided insights into the lived experiences of Waldorf teachers in relation to PI. Findings revealed a strong correlation between PI and self-efficacy, with higher levels of both associated with completion of Waldorf teacher training and longer teaching experience. However, it was not possible to fully discriminate between effects of training versus length of experience.

Three key components of PI emerged: (1) mastery of technical skills, including pedagogy and curriculum; (2) relational awareness, enabling responsiveness to students; and (3) ego development, fostering equanimity and presence. The study highlights gaps in current Waldorf teacher training programs, particularly in preparing educators for classroom management, differentiation, and parent engagement. While Waldorf training emphasizes personal growth and anthroposophical study, practical skills and real-world application require greater emphasis.

The findings support integrating experiential learning, mentorship, and professional development tailored to individual teacher needs. Transformational learning theory and ego development principles provide a framework for fostering PI through reflective practices and sustained support. Professional development structures that prioritize collaboration, mentoring, and inner work can further enhance teacher growth. This study has implications for teacher training, professional development, and broader educational practices. By cultivating PI, Waldorf educators can create holistic, relationship-centered classrooms that support students’ academic and personal growth. Future research should refine quantitative measures of PI, explore its impact on student outcomes, and investigate barriers to teacher training. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https:// etd.ohiolink.edu).

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ORCID No. 0009-0000-1369-0221

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