Understanding Educational Burnout: An Analysis Of The Perceptions Of K-5 Elementary Teachers,
2026
Arkansas State University
Understanding Educational Burnout: An Analysis Of The Perceptions Of K-5 Elementary Teachers, Melody Sebastian
Student Theses and Dissertations
Burnout in the educational environment is highly prevalent among teachers. Studies reveal that workplace burnout is characterized as chronic stress while on the job that persists over time. Although research has examined this issue, there remains a need for further studies focused specifically on elementary teachers’ perceptions and experiences with burnout. The purpose of this qualitative phenomenological study aimed to understand the perceptions of K-5 elementary classroom teachers’ experiences with burnout and how they informally built support systems to mitigate burnout. Maslach’s Multidimensional Theory of Burnout served as the theoretical framework for this study. The methodological approach utilized semi-structured, one-on-one …
Lived Experiences Of Competency-Based Grading: Implementation In The Secondary Public School Setting,
2026
Arkansas State University
Lived Experiences Of Competency-Based Grading: Implementation In The Secondary Public School Setting, Andrew Robbins Gillespie
Student Theses and Dissertations
The implementation of non-traditional grading systems is a current theme in American public school education. Competency-Based Grading (CBG) is a system that many school districts are considering. CBG is based on essential learning objectives and streamlines the grading of those objectives. CBG also removes high stakes assessment by allowing reassessment. However, studies have shown implementation efforts are often met with obstacles for either a lack of preparation or understanding. This dissertation seeks to understand the lived experiences of educational staff with the CBG implementation process through a phenomenological study. Data was gathered through interviews, observations, and document review. The themes …
An Analysis Of How Educators’ Attitudes Toward Individuals With Intellectual Disabilities Impact Assessment Scores Of Students With Learning Disabilities,
2026
Arkansas State University
An Analysis Of How Educators’ Attitudes Toward Individuals With Intellectual Disabilities Impact Assessment Scores Of Students With Learning Disabilities, Felicia Baty Goings
Student Theses and Dissertations
This study analyzed how educators’ attitudes toward individuals with intellectual disabilities impact summative assessment scores of students with learning disabilities. The research problem addressed in this study was the increase in the number of special education students receiving inclusive instruction who scored at Levels 3 or 4 on the Arkansas Teaching and Learning Assessment System (ATLAS) mathematics and English Language Arts (ELA) summative assessment. The findings are relevant to educators and education stakeholders wanting to improve inclusion practices. The purpose of this correlational quantitative study was to determine whether there was a significant difference in students’ summative assessment scores and …
The Influence Of Leadership Styles On Teacher Motivation And School Climate In Urban Schools From Three South-Central Region States,
2026
Arkansas State University
The Influence Of Leadership Styles On Teacher Motivation And School Climate In Urban Schools From Three South-Central Region States, Jennifer L. Thomas
Student Theses and Dissertations
This phenomenological study explored how leadership styles influenced teacher motivation and school climate across three Southern South-Central region states. Through an analysis of 15 interviews, the research explored teachers' lived experiences and interactions with administrators that shaped their motivation, work efficacy, sense of value, and emotional well-being. Three states served as the data pool for the study: Arkansas, Texas, and Tennessee. Seven themes emerged related to motivation and school climate: Teacher Voice, Support, Empowerment, Relational Confidence, Feeling Valued, Emotional Safety, and Building Community. These themes illuminated how leadership behaviors can either strengthen or hinder teachers’ professional commitment, instructional effectiveness, and …
Impact Of Expanded Core Curriculum On College And Job Placement For The Blind And Visually Impaired,
2026
Arkansas State University
Impact Of Expanded Core Curriculum On College And Job Placement For The Blind And Visually Impaired, Susan Drake
Student Theses and Dissertations
Students who are blind or visually impaired face persistent barriers in postsecondary education and employment, despite access to academic instruction and legally mandated supports. Although academic accommodations are often provided, less is known about how instruction in nonacademic skill areas influences long-term outcomes. . This study addressed a critical gap by examining the perceived impact of Expanded Core Curriculum instruction on college readiness, employment attainment, and adult independence for blind or visually impaired high school graduates. The purpose of this qualitative study was to explore how former students described their access to, understanding of, and benefit from Expanded Core Curriculum …
A Phenomenological Study Of The Factors Influencing Novice Special Education Teachers’ Career Decisions,
2026
Arkansas State University
A Phenomenological Study Of The Factors Influencing Novice Special Education Teachers’ Career Decisions, Angela L. Norris
Student Theses and Dissertations
The rising attrition rates of special education teachers, particularly within their first five years of teaching, are a growing concern. The early departure of these educators negatively impacts the academic achievement of students with disabilities, as well as the stability and longevity of these educators’ careers. Little research shows why these educators exit the profession in significant numbers. This qualitative phenomenological study utilized Billingsley’s model of factors influencing the career decisions of teachers as the conceptual framework. Research questions explored the perceptions of novice special education teachers regarding school leadership, professional development, and compensation and their influence on their career …
Through Their Eyes: Understanding And Enhancing Retention Among Special Education Teachers Of Color,
2026
Arkansas State University
Through Their Eyes: Understanding And Enhancing Retention Among Special Education Teachers Of Color, Barry L. Fargo
Student Theses and Dissertations
Retaining special education teachers of color within public schools remains an ongoing challenge. Although research on teacher retention has expanded in recent years, less attention has focused on how relational and organizational conditions shape the lived experiences of these teachers. Guided by the Four-Capital Theoretical Model of Teacher Retention, this qualitative phenomenological study explored how social and structural capital shaped the retention experiences of special education teachers of color. Participants included 15 special education teachers of color currently serving in K–12 roles in U.S. public schools with at least two years of special education teaching experience. Data were collected through …
Examining The Influence Of Principals’ Transformational Leadership In Promoting Conducive School Culture And Secondary Esl Teachers’ Self-Efficacy Beliefs,
2026
Arkansas State University
Examining The Influence Of Principals’ Transformational Leadership In Promoting Conducive School Culture And Secondary Esl Teachers’ Self-Efficacy Beliefs, Chanda Yvonne Williams
Student Theses and Dissertations
Secondary ESL teachers face diverse classrooms and complex instructional demands. As the number of multilingual learners continues to increase in secondary schools, ESL teachers must support students’ language development while also helping them access rigorous academic content across subject areas. This phenomenological study explored how principals’ transformational leadership and school culture influence secondary ESL teachers’ self-efficacy. Drawing on Bandura’s Self-Efficacy Theory (1997) and Bass’s Transformational Leadership Theory (1985), the study examined how leadership behaviors and school environments shape teachers’ confidence and motivation. Semi-structured interviews with 10 ESL teachers in a southeastern metropolitan district elicited focused accounts of how specific leadership …
Exploring The Barriers That Preclude Black Males From Pursuing Careers In Education,
2026
Arkansas State University
Exploring The Barriers That Preclude Black Males From Pursuing Careers In Education, Marco Darnell French
Student Theses and Dissertations
The underrepresentation of African American males in the K–12 teaching workforce remains a critical issue with implications for educational equity, student outcomes, and workforce diversity. Despite ongoing efforts to diversify the profession, African American males continue to be disproportionately absent from classrooms, particularly in rural settings, limiting opportunities for culturally affirming instruction and mentorship. This study explored the barriers that preclude African American males from pursuing and persisting in careers in K–12 education within a rural Louisiana school district. Guided by Critical Race Theory, this qualitative revelatory single case study centered the lived experiences of African American males to examine …
Strategies And Practices For Improving Enrollment And Persistence By Native American Students In An Oklahoma Post-Secondary Education Institution,
2026
Arkansas State University
Strategies And Practices For Improving Enrollment And Persistence By Native American Students In An Oklahoma Post-Secondary Education Institution, Mickey Jack
Student Theses and Dissertations
The historical oppression of Native Americans created a distrust in the educational system in American which was based on European models and designed for the advancement of white settlers. This historical oppression transcends generations and stills exists in our educational system. As a result, Native American students represent less than 1% of the student population in post-secondary education systems nation-wide. The purpose of this qualitative case study was to identify what strategies and practices were most effective for improving enrollment and persistence among Native American students in Oklahoma post-secondary education based on a transformative framework and TribalCrit. Three Native American …
Educator Perceptions Of The Impact Of The Avid Program On Minority Students’ School Achievement,
2026
Arkansas State University
Educator Perceptions Of The Impact Of The Avid Program On Minority Students’ School Achievement, Genia Smith
Student Theses and Dissertations
While Hispanic and African American college enrollment rates have increased over the past 20 years, minority students continue to face structural and educational barriers that make it more challenging for them to prepare for and gain entry to college. The Advancement Via Individual Determination (AVID) program is a college preparatory initiative designed to provide additional academic and social support for historically disadvantaged students. Guided by a socio-cultural theoretical framework, this mixed-methods survey-based study explored the perceptions of 10 administrators and 10 teachers in a Southeast region school district regarding the impacts of AVID on minority students’ achievement. The findings revealed …
Examining The Influence Of Job Demands And Resources On The Psychological Well-Being Of Arkansas Teachers,
2026
Arkansas State University
Examining The Influence Of Job Demands And Resources On The Psychological Well-Being Of Arkansas Teachers, Amy C. Erstine
Student Theses and Dissertations
Teachers across the United States are experiencing declining psychological well-being due to increasing job demands and insufficient workplace resources. In Arkansas, this imbalance contributes to burnout, attrition, and persistent teacher shortages, affecting not only educators but also students, schools, and communities. Job resources are positively associated with well-being, whereas job demands are negatively associated with well-being. Understanding the job resources and demands influencing teacher well-being is critical to sustaining a stable and effective teaching workforce. The purpose of this non-experimental and predictive study was to examine the influence of job demands and resources on the psychological well-being of currently licensed …
The Impact Of Academic Advising Models On Undergraduate Student Performance: A Multiple Regression Analysis,
2026
Arkansas State University
The Impact Of Academic Advising Models On Undergraduate Student Performance: A Multiple Regression Analysis, Kayla Meaders
Student Theses and Dissertations
Institutions of higher education continue to seek effective strategies to improve student persistence, academic performance, and degree completion. Academic advising is widely recognized as a key institutional support that helps students navigate academic requirements and institutional expectations. However, universities organize advising services using different structural models, and limited empirical evidence exists regarding how these models influence measurable student outcomes. This study examined the predictive relationship between academic advising models and undergraduate student success outcomes at a public university in North Texas. The study investigated the extent to which advising models, centralized or decentralized, predict cumulative grade point average, first-to-second-year retention, …
Understanding Principal Perspectives On What Professional Learning Supports Sustained School Improvements: A Qualitative Case Study,
2026
Arkansas State University
Understanding Principal Perspectives On What Professional Learning Supports Sustained School Improvements: A Qualitative Case Study, Kristen Hope Fondren
Student Theses and Dissertations
Principals leading schools identified for comprehensive support and improvement face demands related to rapid improvement, instructional reform, and sustaining gains over time. Although districts provide professional learning, limited understanding exists regarding which supports principals perceive as most meaningful in turnaround contexts. This qualitative multiple case study explored how principals in the Florida Panhandle perceived professional learning supports that strengthened leadership capacity, supported exiting improvement status, and sustained school improvement. Guided by a constructivist framework, the study examined how principals constructed meaning from their professional learning experiences. Data were collected through semi-structured interviews with six principals who successfully led schools out …
African American Genealogists And Family Historians: Perceptions, Motivations, And Learning Experiences,
2026
Arkansas State University
African American Genealogists And Family Historians: Perceptions, Motivations, And Learning Experiences, Vernita A. Morgan
Student Theses and Dissertations
In this qualitative phenomenological study, the motivations, learning experiences, challenges, and triumphs of African American genealogists and family historians will be revealed. The purpose of this study is to bridge the existing gap in the literature regarding the experiences of these individuals. The interconnectedness of self-directed learning and self-determination theory will demonstrate how these genealogists approach researching their ancestors, who were both enslaved and free people of color. Themes that arise from feedback from interviews will be used to offer answers to the research questions.
Perceptions Of Trauma-Informed Trained Campus Leadership,
2026
Arkansas State University
Perceptions Of Trauma-Informed Trained Campus Leadership, Shelly Hardin
Student Theses and Dissertations
The Centers for Disease Control and Prevention define adverse childhood experiences (ACEs) as potentially traumatic experiences that occur in a person’s life between birth and age 17. According to the Substance Abuse and Mental Health Services Administration (2024), more than two thirds of children experience at least one traumatic event by the age of 16, and this is likely an underestimate, as this percentage represents only those cases reported. The physical, emotional, and neurological impact of traumatic experiences can be detrimental to a child’s education, often contributing to learning deficits and behavioral issues. School leaders have the responsibility of creating …
Integration Of Culturally Responsive Teaching Strategies In High School Science Classes,
2026
Arkansas State University
Integration Of Culturally Responsive Teaching Strategies In High School Science Classes, Pamela Chanell Williams
Student Theses and Dissertations
This qualitative case study investigated the integration of culturally responsive teaching strategies in high school science classes. The problem addressed in this study is that teachers are underprepared to employ culturally responsive teaching strategies to facilitate academic success in science courses for culturally and linguistically diverse students. By investigating the integration of culturally responsive teaching strategies during instruction, improvements can be made to the effectiveness of professional development centered on culturally responsive teaching strategies found in the Ready for Rigor framework. The conceptual framework that served as the foundation for this study was Hammond’s (2015) Ready for Rigor framework. Questionnaires, …
If It Doesn't Hurt You Aren't Working Hard Enough: An Examination Of Coach Experience In High School Debate,
2026
Arkansas State University
If It Doesn't Hurt You Aren't Working Hard Enough: An Examination Of Coach Experience In High School Debate, Rosie Valdez Block
Student Theses and Dissertations
High school debate coaching constitutes a uniquely demanding educational role, defined by emotional labor, extended work hours, institutional precarity, and systemic inequities. Despite their significant contributions to students’ intellectual and personal growth, the professional sustainability of debate coaches remains underexamined. This dissertation investigates the conditions contributing to burnout among high school debate coaches through the theoretical lenses of Maslach’s Burnout Theory, as contemporized by Edú-Valsania et al. (2022), and teacher self-efficacy theory, to understand how emotional exhaustion, depersonalization, and diminished professional confidence emerge in this context. The study is further guided by constructivist grounded theory (Charmaz, 2014), enabling a bottom-up, …
College Success Comparison Between First-Generation College Students And Non-First-Generation College Students In The South Texas Plains,
2026
Arkansas State University
College Success Comparison Between First-Generation College Students And Non-First-Generation College Students In The South Texas Plains, Obed Guerrero
Student Theses and Dissertations
This study examined differences in academic success between first-generation college students and non-first-generation college students enrolled in community colleges in the South Texas region. National research has consistently reported that first-generation college students tend to experience lower academic outcomes; however, limited empirical evidence exists regarding whether these disparities persist within South Texas, a region characterized by a high Hispanic student population and a substantial proportion of first-generation students. This gap limits the ability of institutions to make context-specific decisions that support student success. The purpose of this study was to compare grade point average, fall-to-fall retention, and graduation outcomes between …
Leadership In Parent Engagement: A Phenomenological Study Of School Principals’ Preparedness To Lead Parent Engagement,
2026
University of Alabama at Birmingham
Leadership In Parent Engagement: A Phenomenological Study Of School Principals’ Preparedness To Lead Parent Engagement, Aqila Malpass
ETDs from 2020-2029
Researchers consistently report a strong positive correlation between parent engagement and student achievement. When parents are engaged, students benefit in all grade levels and backgrounds (Auerbach, 2010; Epstein, 2011; Henderson & Mapp, 2002; Jeynes, 2005; Weiss et al., 2010). Policy-makers and educators acknowledge the influence of parent engagement on student outcomes (Mapp, 2012). Consequently, communities need effective parent engagement systems and structures within their schools. Principals should understand parent engagement and be equipped to lead its implementation in their schools. It is also necessary to identify key training and support conditions that help to equip principals to lead effective parent …
