Education Commons^™

Teachers’ And Principals’ Perceptions Of The Influence Of Principal Behaviors On Middle School Culture, Heather Daniel

Ed.D. Dissertations

Before this study, the research was limited regarding teachers’ perceptions of their principals and the influence on school culture. Even less research was dedicated to self-perceptions of principals’ behaviors within a middle school setting. Due to the lack of research, further investigation was necessary to understand specific behaviors performed by middle school principals and their influence on school culture. In this study, and teachers from one Tennessee county responded to questionnaires to investigate the relationship between perceptions of teachers and principals on principal behaviors and the influence on school culture. Through this study, principals and teachers listed multiple principal behaviors …

Teachers' And Principals' Perceptions Of Principal Behaviors On Middle School Culture, Heather Daniel

Ed.D. Dissertations

Before this study, the research was limited regarding teachers’ perceptions of their principals and the influence on school culture. Even less research was dedicated to self-perceptions of principals’ behaviors within a middle school setting. Due to the lack of research, further investigation was necessary to understand specific behaviors performed by middle school principals and their influence on school culture. In this study, and teachers from one Tennessee county responded to questionnaires to investigate the relationship between perceptions of teachers and principals on principal behaviors and the influence on school culture. Through this study, principals and teachers listed multiple principal behaviors …

Investigating Evidence-Based Practices And Interventions Using Multifaceted Learning Theory For Students In A Special Education Self-Contained Classroom, Adam Maitland

Ed.D. Dissertations

Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were researched in clinical settings with one to three student participants and without a common evaluation tool. The purpose of this qualitative case study was to use the Tennessee Educator Acceleration Model General Educator Rubric to investigate how experienced teachers used multifaceted learning theory when implementing evidence-based practices and interventions in a diverse special education self-contained classroom to …

Teacher Perceptions Of Student Learning Environments As A Result Of Virtual Learning In Tennessee Rural High Schools, Kimberly Mcintyre

Ed.D. Dissertations

After the COVID‑19 pandemic came to the United States in March 2020, teachers and educational leaders looked to virtual learning as a way for students to overcome learning challenges and improve educational experiences for students. Stakeholders were met with conflicting claims about virtual learning. Proponents of virtual learning claimed virtual teaching and learning platforms strengthened education because they provided additional tools when traditional classroom settings were impossible. Opponents claimed virtual learning resulted in learning loss, therefore failing to improve student learning. In this qualitative interpretive study of a rural school system in Tennessee, using instrumental, semi‑structured interviews, I uncovered the …

Experiencing Intellectually Stimulating K-12 Principal Actions: A Phenomenological Study, John Parham

Ed.D. Dissertations

K-12 principals are held increasingly accountable for school success, yet their direct impact on students is negligible. Principals must thus work to positively impact their teachers in order to indirectly impact student achievement. Transformational leaders are able to utilize intellectual stimulation in order to impact those who work under them. The data for this study was collected through qualitative means, with eight K-12 teachers, representing two school districts in East Tennessee, participating. The findings in this study indicated that principals were able to provide intellectually stimulating experiences for teachers without having to bring in outside resources or even add extra …

Teacher Perceptions Of Curriculum-Driven Technology After Working With Instructional Technology Coaches In Middle Schools In One Southeastern School District, Julie Pepperman

Ed.D. Dissertations

The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers. The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted …

Teachers’ Perceptions Of Alternate Academic Standards And Alternate Testing In Northeast Tennessee, Jodie Bakely

Ed.D. Dissertations

In accordance with the Every Student Succeeds Act (2015), Tennessee developed alternate academic standards and an alternate assessment for students with significant cognitive disabilities. This study examined teacher perceptions of the alternate academic standards and alternate assessment in Northeast Tennessee. The researcher interviewed nine teachers of students with significant cognitive disabilities who had used the alternate academic standards and alternate assessment with their students in Northeast Tennessee. The study found that the teachers interviewed did not see the value in using the alternate state standards or alternate assessment with their students. The implications of this study included a need for …

The Relationship Between The Supportive Principal Behavior Dimension And Teachers’ Perceptions Of Self-Efficacy In Rural Schools, Elizabeth Lackey

Ed.D. Dissertations

Abstract

The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions …

Boredom Proneness And Character Strengths Related To Academic Achievement In Adolescence, Bonnie Iannaccone

Ed.D. Dissertations

Abstract

Susceptibility to boredom can interfere with students’ ability to achieve their academic potential, with enduring negative consequences. In the present study, the researcher investigated differences in boredom proneness and character strengths in adolescent high school students and the ability of boredom proneness scores and character strengths to predict academic achievement. Results indicated that 9 of 10 students were moderately or highly prone to boredom. Students’ whose top character strength was humility were more highly prone to boredom than students’ whose top-ranked character strengths were bravery, prudence, or curiosity. From boredom proneness and character strengths data the researcher concluded that …

The Effect Of Advanced Stem Certification On Elementary Achievement, Christopher Stotts

Ed.D. Dissertations

STEM (science, technology, engineering, and mathematics) education has become a panacea for many woes in our country’s educational and economic systems. Each year schools struggle with judiciously allocating their limited funds to various STEM programs in hopes that they may reap academic returns. This study examined the effect of a STEM certification from the AdvancED educational accreditation organization on elementary student achievement. The researcher analyzed extant student achievement data from twenty Georgia elementary schools that earned the AdvancED STEM certification to investigate any statistically significant difference between pre-certification and post-certification scores. The researcher analyzed scores from four content areas: English …