Abstract
<p>Teacher burnout produces systematic shifts toward fixed, stable attributions for student disengagement, with documented motivational consequences. No study, to the author's knowledge, has tested whether attribution retraining produces retained shifts in teachers' causal explanations using a controlled design. This paper presents Reignite, a 205-minute intervention grounded in Attribution Theory (Weiner, 1985), cognitive dissonance (Festinger, 1957), the saying-is-believing effect (Higgins &amp; Rholes, 1978), and Self-Determination Theory (Ryan &amp; Deci, 2017). A quasi-experimental waitlist-controlled pilot study (N = 40 secondary teachers) measured attribution orientation at baseline, post-workshop, and 30-day follow-up. ANCOVA indicated a significant group effect controlling for baseline (F(1, 37) = 60.01, p &lt; .001), with large between-group effects at post-workshop (d = 1.09) and follow-up (d = 0.81); the waitlist group showed no change. Findings are bounded by dual-role facilitation, non-random assignment, and an unvalidated measure. Implications for attribution theory, intervention design, and belief transmission are discussed.</p>