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Full-Text Articles in Education
Lessons Learned In Social-Emotional Development After A Pandemic: A Qualitative Transcendental Phenomenological Study, Lyndsey Eksili
Lessons Learned In Social-Emotional Development After A Pandemic: A Qualitative Transcendental Phenomenological Study, Lyndsey Eksili
Doctoral Dissertations and Projects
The purpose of this qualitative transcendental phenomenological study was to explore the lessons learned by educational leaders and teachers in the social emotional development of K-12 students after the COVID-19 pandemic. Twelve K-12 leaders and teachers in varying in age and demographics participated in interviews, a focus group, and artifact collection to explore the lived experiences and lessons learned in social-emotional learning and development after the pandemic. Themes were then developed based on those experiences using the qualitative transcendental methods of research and data analysis. The themes discovered through research were student struggles, teacher/staff struggles, and school climate. The subthemes …
Crossing Over To Assistant Principal: A Phenomenological Study, Makeisha Latoya Melony Hinds
Crossing Over To Assistant Principal: A Phenomenological Study, Makeisha Latoya Melony Hinds
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to gain a deeper understanding of the lived experiences of individuals who transition into the assistant principal (AP) position for APs in Xander County Public Schools (XCPS). This study aimed to answer: what were the perceptions of individuals as they transitioned to assistant principal? The theory guiding this study was Schlossberg’s transition theory which provided a conceptual framework for creating generalized themes of the participants’ experiences. Studies of building level leadership typically focused on the principal. This study sought to fill the void in the research literature around the assistant principal transition. Schlossberg’s …
The Effects Of Equine Assisted Leadership Programs On Perceived Professional Development Outcomes, Leighanne Pentecost
The Effects Of Equine Assisted Leadership Programs On Perceived Professional Development Outcomes, Leighanne Pentecost
Doctoral Dissertations and Projects
The purpose of this causal-comparative study was to compare the mean scores of the survey instrument to determine if there were statistically significant differences between the mean pre-test and post-test scores of perceived professional development obtained by participants of the Equine Assisted Learning leadership programs. The participants in the study were chosen by a convenience sampling method. The sample in the study is comprised of 36 members from three (3) EAL leadership programs selected from North Carolina, Ohio, and California. The Leader Attributes Inventory was used to collect pre-test and post-test data from each participant in the study. The paired …
An Investigation Of The Factors That Motivate K-12 Christian School Teachers To Participate In Professional Development And The Relationship To Job Satisfaction And Retention, Bonita Bailey
Doctoral Dissertations and Projects
This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field because of very limited research on Christian-based schools, especially with regards to professional development, job satisfaction and retention. The study was a quantitative, non-experimental, correlational research design using two instruments, i.e., the Participation Reasons Scale (PRS) and the Job Satisfaction/Retention/Demographic Survey. The PRS scores indicated that the motivating factors for teachers to …
Mentoring: A Grounded Theory Study Examining How The Relationship Between The Mentor And Mentee Becomes Mutually Beneficial, David Martin
Mentoring: A Grounded Theory Study Examining How The Relationship Between The Mentor And Mentee Becomes Mutually Beneficial, David Martin
Doctoral Dissertations and Projects
This grounded theory qualitative study examined the mentee/mentor relationship between five first year teachers and their five assigned mentors in a school district in Central Florida. To generate a model that seeks to explain how and why a mentee/mentor relationship changes and evolves from that of a single directional stream of information to that of a bidirectional stream which benefits the professional development of both parties, the grounded theory approach was utilized. Three forms of data were collected: interviews, focus groups, and participant journaling. This data along with artifacts and documents describing the school setting and the use of mentors …