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Holding Space For Teachers: A Phenomenological Exploration Of Social-Emotional Competence And School Climate In Title I Schools, Zsa Zsa B. Davis

College of Graduate Studies: Theses & Dissertations

Teacher retention remains a critical concern in education, particularly within Title I schools, where educators face elevated stress levels, emotional exhaustion, and burnout due to the complex needs of students and limited institutional resources. Addressing teachers’ social-emotional competence (SEC) can mitigate the adverse effects of stress by enhancing emotional regulation, well-being, and relational trust which in turn promote job satisfaction and professional fulfillment. Likewise, a positive school climate plays a crucial role in sustaining teachers’ long-term commitment to the profession. This qualitative study employed a descriptive phenomenological design to explore the lived experiences of Title I elementary teachers as they …

Exploring The Relationship Between Principal Instructional Leadership Practices And Student Achievement In Rural Schools, Moneak Mccrary

College of Graduate Studies: Theses & Dissertations

The purpose of this quantitative study was to examine the distribution of College and Career Ready Performance Index (CCRPI) content mastery scores and investigate the relationship between principal instructional leadership practices and student achievement in rural Georgia middle schools. To this end, we analyzed differences in CCRPI content mastery scores based on school rurality and geographic region and compared principal instructional leadership practices in higher- and lower-performing schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was used to assess three dimensions of instructional leadership: Defining the School Mission, Managing the Instructional Program, and Developing the School Learning Climate. The …

Examining The Multilevel Effects Of Instructional Leadership On Teachers’ Professional Commitment And Classroom Management, Nuruddin Ahmed Masud, San Su Su San, Kim Ki Bong, Mst Taherun Nesa Subarna

Georgia Educational Researcher

This study examined the multilevel effects of instructional leadership on teachers’ professional commitment and classroom management in secondary schools. Using a multilevel modeling (MLM) approach, data were collected from 250 teachers nested within 8 schools. The analysis assessed the influence of both school-level instructional leadership and teachers’ perceptions of leadership on professional commitment and classroom management outcomes.

Results indicated that instructional leadership at both levels significantly predicted teachers’ professional commitment (teacher-level: β = .32, p < .001; school-level: β = .45, p < .001). Similarly, instructional leadership demonstrated significant positive effects on classroom management (teacher-level: β = .28, p < .001; school-level: β = .41, p < .001). Furthermore, teacher professional commitment was positively associated with classroom management (β = .36, p < .001) and moderated the relationship between instructional leadership and classroom management, such that the effect was stronger under higher levels of leadership support.

These findings highlight the importance of instructional leadership in shaping teacher-related outcomes across organizational levels. The study contributes to the literature by providing empirical evidence …

Cross-National Longitudinal Insights Into College Alcohol Beliefs And Consequences: The Role Of Food And Alcohol Disturbance, Javiera A. Hernandez Puelma, Katherine A. Berry, Luke Herchenroeder, Alison Looby, Adrian J. Bravo, Christopher C. Conway, Fermín Fernández-Calderón, James M. Henson, Lee Horgarth, Manuel I. Ibáñez, Debra Kaminer, Matthew Keough, Oleg Medvedev, Laura Mezquita, Yanina Michelini, Generós Ortet, Ricardo Pautassi, Matthew R. Pearson, Angelina Pilatti, Mark A. Prince, Jennifer P. Read, Verónica Vidal Arenas, Cross-Cultural Addictions Study Team

Psychology Faculty Publications

The present study examined the mediational role of FAD-intoxication (i.e., restricting calories to increase or quicken alcohol intoxication) in the relationship between college alcohol beliefs (CABs) and negative alcohol-related consequences. A sample of 2543 student drinkers from six countries completed the baseline survey, and 505 drinkers completed at least one follow-up. Two models examined whether frequency of FAD-intoxication mediated the relationship between CABs and alcohol-related problems, and structural invariance testing was conducted across sex and countries. FAD-intoxication was concurrently and prospectively associated with greater endorsement of alcohol-related consequences and significantly mediated the effects of CABs on alcohol-related consequences. The relationship …

Examining Teachers’ Data Usage Using The Teacher Data Use Survey, Natasha L. Hawkins

Graduate Studies Theses and Dissertations 2026

The United States spends approximately 2.7 billion dollars on classroom assessments and local exams for K-12 students (SIMBA, 2019).  However, despite this financial investment and the adoption of data-driven frameworks such as Multi-Tiered System of Support, the U.S. Department of Education found that only 55% of teachers used student data to make instructional decisions (U.S. Department of Education, 2007).  This study aims to explore the psychological and organizational factors that influence teachers’ data use when making instructional decisions.

This study used the Teacher Data Use Survey (TDUS) to investigate the extent that teachers’ use of data could be predicted by …

Examining Principals' Perceptions Of Their Preparedness To Lead In Title I Schools, Tiffany Roebuck

Graduate Studies Theses and Dissertations 2026

Principals serving in Title I schools face complex instructional, organizational, cultural, and community related demands that require specialized leadership preparation and support.  The purpose of this qualitative phenomenological study was to explore the lived experience of principals serving in urban Title I schools regarding their preparedness, supports, challenges, and successes as instructional leaders. The study also examined principals' perceptions of culturally proficient leadership and principal preparation program attributes considered essential for leadership readiness in high-needs school settings. Guided by the Culturally Responsive School Leadership (CRSL) framework, data were collected through semi-structured interviews with 10 principals serving in urban Title I …

Teachers’ Perceptions Of School Leaders’ Role In Implementing The Four Pillars Of Community Schools For Improving Student Achievement, Adrian Irwin Thomas

Graduate Studies Theses and Dissertations 2026

This study examined teachers’ perceptions of school leaders’ roles in implementing the Four Pillars of Community Schools to support Student achievement in under-resourced schools. The four pillars of Community Schools- Integrated Student Support, Expanded Learning Time and Opportunities, Family and Community Engagement, and Collaborative Leadership and Practices- served as the conceptual framework for the study. Distributed Leadership Theory and Epstein’s Framework of Parental Involvement provided the theoretical lens that guided the interpretation of the findings. The study explored teachers’ perceptions of leadership practices associated with the four pillars and identified leadership strategies perceived as most effective for sustaining the community …

Assistant Principals’ Perspectives And Experiences Concerning Their Influence As Instructional Leaders On Student Achievement In Title I Schools, Courtney J. Charles

Electronic Theses and Dissertations

Abstract

This qualitative descriptive study explored the perspectives and experiences of assistant principals in Title I schools in the context of their instructional leadership responsibilities. The study examined the relationship between assistant principals as instructional leaders in Title I schools and student achievement by addressing research questions related to curriculum implementation, data-driven decisions, school culture, instructional support, and professional development. Moreover, this study used purposeful sampling to select 13 assistant principals from Title I schools, and data were collected through semistructured interviews and analyzed using thematic analysis. Marzano’s focused school leader evaluation model served as the framework for interview questions. …

A Phenomenological Analysis Of Sense Of Belonging Among Community College Educators, Muhammad Owais Aziz

EVMS School of Health Professions Theses & Dissertations

This phenomenological study explored the complex phenomenon of sense of belonging (SB) among diverse health professions educators (HPEs) and non-health professions educators (non-HPEs) at a Canadian community college. SB, as a dynamic construct shaped by an individual's perception of being valued and respected, is influenced by personal preferences and by complex interactions with the individual's surroundings. To better understand SB and foster a more inclusive environment for diverse educators, it is necessary to investigate SB among these educators. This qualitative study used eleven semi-structured interviews and seven steps of data analysis. The results of this study can inform strategies, policies, …

Wired For Inclusion: Leveraging Strengths Of Neurodivergent Special Educators, Brok Hess, Teresa Clark Ed.D.

Murray State Theses and Dissertations

Special education teachers face unique challenges, and neurodivergent special educators possess distinctive strengths that can allow them to excel in the classroom. However, barriers, stigma, and ableism persist that have prevented neurodivergent individuals from accessing this career, receiving support, and thriving as special educators. Self-efficacy and executive functioning both correlate to success and retention within education. This research analyzed the relationship between special education teachers’ self-efficacy and executive functioning, specifically among neurodivergent special educators. Results concluded that a significant positive correlation exists between neurodivergent special education teachers’ executive functioning and self-efficacy. Attention to these results will highlight the importance of …

The Evolution Of School Accountability In Virginia: Research, Early Results, And Implications For Policy And Practice, David Naff, William L. Parker, Meleah Ellison, Amy Bollt, Andrea Herndon, Paula Muente Mizushima, T'Airra Belcher, Lauren Grob, Lindsay Duncan, Kelly Denny, Emily Leavitt, Gyun Min Jung, Theresa Thompson, Sandra Rucker, Meredith Collier, Jamelle Simmons, Samantha Hope

MERC Publications

This MERC research and policy review focuses on the School Performance and Support Framework (SPSF), Virginia's school accountability system. It synthesizes relevant research literature, student outcome data, and information about accountability systems in other states to provide context, projections, and potential next steps for the SPSF. It concludes with implications and recommendations for state policymakers and education leaders, school boards and division leaders, and school leaders and educators.

The Teacher Shortage Crisis: How Workplace Relationships Influence Retention, Attrition, And The Education Labor Market, Jeremy Brooks

University of the Pacific Theses and Dissertations

This study took a closer look at how high school teachers perceive the ongoing teacher shortage, with particular attention to how workplace conditions and the broader school climate impact whether they choose to stay in the profession. Special focus was given to teachers in their first five years, a group especially vulnerable to early attrition. As the conversation around teacher turnover grows louder, this research seeks to better understand what’s driving teachers’ decisions from their own perspectives, not just policy data or administrative assumptions.

The study used a basic qualitative research design, relying on one-on-one, in-depth interviews to gather insights …

Coaching-Based Leadership Communication In Higher Education Hybrid Work Environments, Lisa Erck

University of the Pacific Theses and Dissertations

This study examined how coaching-based leadership (CBL) communication practices were associated with participants’ perceptions of communication, collaboration, and engagement within a hybrid higher education work environment. Grounded in constructivist leadership theory (CLT), CBL, and action research (AR), the study explored how intentional shifts in leader communication behaviors influenced team interactions over time. Using a qualitative AR design, I partnered with a higher education administrative leader and their team in a hybrid setting. The participant group included the leader and their direct reports. Data were collected across iterative AR cycles through semistructured interviews, observational data, and participant reflection journals. Data analysis …

Empowering Equity: Latinas In Leadership – Navigating Work-Life Balance In The Post-Pandemic Era, Teresa Excinia

University of the Pacific Theses and Dissertations

This dissertation explored the lived experiences of Latina leaders as they navigated how cultural expectations influenced work–life balance in the post-pandemic era. The COVID-19 pandemic reshaped workplace dynamics, blurring boundaries between professional responsibilities and personal life. For Latinas, these challenges were compounded by cultural expectations that shaped their roles both at home and in the workplace. The purpose of this study was to understand how Latina leaders managed the dual pressures of balancing career demands with cultural and familial obligations. Using Testimonio as the methodological framework, this study captured the voices and narratives of Latina leaders across industries, offering an …

2023-28 Strategic Plan: Building Our Tomorrow [January 2026 Progress Report], University Of Northern Iowa

Institutional Effectiveness & Planning Documents

A report including examples of progress on the strategic goals within the University of Northern Iowa's 2023-28 strategic plan as of January 2026.

Evolving Legal Issues In Higher Education: Introduction To The Higher Education And The Law Symposium, Patricia E. Salkin

Touro Law Review

The Touro Law Review could not have selected a better time to highlight many of the evolving legal issues in higher education. It can be both an exciting time to practice law in this space and one that challenges the creative problem-solving skills of lawyers and their clients. This issue of the Law Review highlights a number of key developments and trends.

Understanding Support And Success: A Cross-Group Analysis Of Student Support Services And Nontraditional Graduate Student Experience, Erica Shudt

Electronic Theses & Dissertations (2024 - present)

This study explored how nontraditional graduate students perceive their experiences with student support services within a Research 1, public university. The purpose of this study was to understand how these services impact their overall academic experience. Findings from semi-structured interviews with nontraditional graduate students and student support staff using a qualitative approach revealed four themes. These themes included (1) a shared emphasis on connection and belonging, (2) flexibility as a foundation for support and success, (3) individualized student-centered support, and (4) the acknowledgement of nontraditional student support identity. Both groups identify that meaningful support is within relationships with faculty and …

Where Perspectives Meet: A Comparative Case Study Of How Participatory Practices Shape Deliberation During District-Level Educational Change, Gregory Vincent Massara

Electronic Theses & Dissertations (2024 - present)

Public education in the United States is socially and politically constructed, and ongoing reforms increasingly require collaborative engagement among diverse stakeholders amid heightened divisiveness. This mixed methods comparative case study examined how educational stakeholders make sense of one another’s perspectives during district-level collaborative work and the conditions that may foster conscientization, the critical reflection on one’s positionality. Two school districts developing a Profile of a Graduate (POG) and one engaged in deliberation about the relationship between public and charter schools within its community serve as comparative cases. The study triangulated meeting observations, a post-deliberation survey of stakeholders (N = 43), …

Gender Inequality In Afghanistan's Public Schools: Provincial Disparities Amid Historical And Political Change, 2002-2021, Enayatullah Nasir

Electronic Theses & Dissertations (2024 - present)

This dissertation examines the persistence and spatial concentration of gender-based educational inequality in Afghanistan's public school system from 2002 to 2021–– a period spanning post-2001 reconstruction, the expansion of the Republic era, and the reversal under the second Taliban regime. Despite substantial international investment and two decades of repeated commitments to gender parity, access to and progression through public schooling remained profoundly uneven across the country’s thirty-four provinces. The Gender Parity Index values differ sharply between provinces, and those with the lowest overall enrollment tend to exhibit the widest gender gaps. Existing scholarship has concentrated on the national level, obscuring …

Student Codes Of Conduct, Institutional Isomorphism, And Restorative Justice: Practice And Implementation In The State University Of New York (Suny) System, Alexandra Athens

Electronic Theses & Dissertations (2024 - present)

The student conduct field constantly must balance the legal requirements of the federal and state governments with providing an educational environment for students to learn and develop valuable skills in conflict management, problem solving, and communication. Each higher education institution has a student code of conduct detailing the policies and procedures by which students are expected to abide. These codes of conduct carefully combine the legal requirements and educational goals of each institution’s conduct office. This study analyzed the prevalence of restorative justice practices and other common practices in the codes of conduct at 4-year institutions in the State University …

Negotiating Quality: A Critical Discourse Analysis Of American Higher Education Policy, John A. Foisy

Electronic Theses & Dissertations (2024 - present)

This qualitative study examined how institutional quality is constructed, communicated, and negotiated through the accreditation process in U.S. higher education. Drawing on a multiple case study design, the research analyzed accreditation-related documents from eight institutions undergoing reaffirmation, including self-study reports, peer review team reports, Commission action letters, and institutional responses. The study was guided by three research questions: (a) What institutional signals of quality are evidenced in self-studies? (b) In what ways does the accreditation process represent a negotiation between accreditors and institutions? (c) What implied views of institutional quality emerge from accreditation discourse?

The study employed a multilayered analytical …

Problem-Based And Practice-Driven: Designing For Engagement In An Online Educational Leadership Program, Owens G. Saylor

Theses and Dissertations--Educational Leadership Studies

Virtual professional learning has emerged as a flexible and scalable solution for developing educational leaders, particularly those navigating demanding roles and geographic barriers. However, these benefits often come at the cost of diminished engagement, interaction, and practical application to real-world leadership challenges. Without intentional design, virtual sessions risk becoming passive and disconnected, undermining their professional development value. This study responds to these challenges by exploring how a problem-based learning (PBL) approach can improve engagement in the virtual component of the Kentucky Leadership Rising (KLR) Aspiring Superintendent Workshop Series.

This mixed methods action research (MMAR) study examined participants’ perceptions of engagement …

Enhancing International School Implementation Capacity: Supporting Contextualized Learning At An International Baccalaureate School In China, Christopher J. Hayden Iv

Theses and Dissertations--Educational Leadership Studies

International schools allocate substantial resources to implement progressive curricular innovations; however, the advantages offered by these developments are contingent on their effective execution within classroom settings. This mixed methods action research (MMAR) study examined the implementation of the International Baccalaureate (IB) Global Context (GC) Strategy in the Middle Years Programme (MYP) at an international school in China and asked how the school might strengthen its capacity to enact this and similar innovations. Following a sequential MMAR design, a reconnaissance phase combined a whole-staff survey (n=87) with qualitative interviews to diagnose the individual, organizational, and contextual factors shaping implementation. Analyses identified …

Organizational Causes Of Chronic Absenteeism: Unpacking The Conditions For Learning To Increase Regular Attendance, Melissa Glover

Educational Leadership Professional Doctorate Dissertations

This study employed an improvement science methodology, using plan-do-study-act (PDSA) cycles of improvement, to address the persistent problem of chronic absenteeism within the Gateway School District, where annual absentee rates hovered around 45% and were historically 10% higher for students with disabilities compared to their nondisabled peers. The leadership team engaged in a thorough review of parent and student perceptions of school and aligned findings with Chang’s (2019) conditions for learning framework to pinpoint actionable areas for growth. These findings were then organized into a theory of action using a driver diagram approach. This foundational work led to the identification …

Student Loan Debt And Higher Education Disruptions During Covid-19, Arielle Kuperberg, Danny Turkson, Joan Maya Mazelis, Katherine Fredricks, Anurag Pant

Journal of Student Financial Aid

We collected and analyzed a survey of 1,018 undergraduate students enrolled at a public regional university in Spring 2021, examining pandemic disruptions to education, living situations, and finances in the first year of the pandemic, and their relationship to loan presence and reports of taking out more loans as a result of the pandemic. Over half of students had student loans, and over one-third of them reported that they increased loan debt due to the pandemic. Results revealed pandemic-related academic and financial disruptions increased student debt for some. Students with loans were also more likely to have moved out of …

Impacts Of The Besse Scholarship On College Attendance: An Evaluation Of A Rural Scholarship Program, Andrew M. Mertig, Julie Dilling, Wayne Thompson, Jennifer Flatt

Journal of Student Financial Aid

The rising costs of higher education have presented challenges for many students, particularly in rural areas where access to free-tuition programs has been limited. This cross-sectional study investigates the impact of the Besse Scholarship program, a rural guaranteed scholarship fund, on college attendance among students from Butternut High School. Targeting graduates between 1993 and 2022, the study employed convenience sampling and online surveys, with 120 respondents representing 21.4% of the eligible population. Results indicate that the Besse Scholarship motivated students to pursue higher education and provided significant financial relief. Eligibility for the scholarship was found to be positively associated with …

A Return To Relevance: The National Association Of Student Financial Aid Administrators From 2012 To 2017, Saralyn Mckinnon-Crowley, Jacob P. Gross

Journal of Student Financial Aid

This paper delves into the historical narrative of the National Association of Student Financial Aid Administrators (NASFAA) from 2012-2017, focusing on its operational evolution, policy advocacy efforts, and the changing landscape of financial aid programs. It discusses key developments within NASFAA, such as the shift from a committee structure to a task force model, to enhance operational efficiency and member engagement. Furthermore, the document discusses NASFAA's strategic initiatives, including NASFAA University (NASFAA U) and the AskRegs Knowledgebase, as well as the pivotal role NASFAA played in the move to the use of prior-prior year for the Free Application for Federal …

Coaching Undergraduates, A Conceptual And Practical Guide, Anna Carissa Rozzo

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

The overall aim of this paper is to provide a holistic orientation to the practice of person-centered coaching while providing tangible methods that faculty and advisors in higher education may be able to integrate into their professional practices. This conceptual paper explores the theoretical and practical intersections of coaching and teaching, presenting a flexible modality to support student-centered learning. The author provides readers with general guidance and templates for goal setting, problem solving, and assessment that practitioners may adapt to their own contexts.

We Built This: Redesigning Higher Education From The Ground Up While They Try To Burn It Down, Shawntay King, Juanita E. Marquez, Keisha Rembert, Jolene Taylor, Thera Tilmon

SPACE: Student Perspectives About Civic Engagement

Our text, We Built This: Redesigning Higher Education from the Ground Up While They Try to Burn It Down, examines how recent federal policy shifts, particularly the 2025 Dear Colleague letter and the Project 2025 educational platform, function as deliberate acts of deconstruction. These measures threaten to dismantle equity infrastructures in higher education while intensifying the erasure of Black women’s labor, leadership and legacy in the academy. Through Critical Policy Analysis and Black feminist thought, we argue that these policies operate simultaneously as blueprint and wrecking ball, systematically unraveling decades of progress and constraining the very communities that have sustained …

Innovation-Motivated Education (Ime): From “Trap Of Excellence” To “Fusion Of Exceptional”, Quanshui Zheng

Bulletin of Chinese Academy of Sciences (Chinese Version)

The “Needham Question” and “Tsien Hsue-shen’s Inquiry” jointly reveal a deep-seated structural contradiction—the “trap of excellence”: while traditional educational paradigms excel at mass-producing excellent talent that conforms to existing standards, they systemically suppress the emergence of exceptional geniuses capable of pioneering “new continents”. Confronted with the strategic goal of “building China into an education, science & technology, and talent powerhouse by 2035” and the transformative changes brought by AI technology, driving the reconstruction of educational paradigms and evaluation systems has become an urgent national strategic imperative. Based on sixteen years of practical exploration at Tsinghua University’s Tsien Excellence in Engineering …