College Vs. Career School Counseling: How Role Differentiation Shapes Student Postsecondary Expectations And Outcomes, Sam Luby

Journal of College Access

This study examines how high school counselor role differentiation, specifically college preparation and workforce readiness, relates to students’ postsecondary expectations (2012) and early outcomes (2016) using nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09). Multinomial logistic regression models controlling for academic achievement and socioeconomic factors indicate that the presence of college-preparation counselors significantly reduces the likelihood of students entering the workforce without postsecondary enrollment.

Workforce-preparation roles show no statistically significant association with postsecondary outcomes, though they are more common in schools serving higher-need populations. Academic performance and poverty status remain strong predictors across models. Findings underscore …

The Impact Of Test-Optional Policy On Private College Admissions During The Covid-19, Anna Kye, Meng-Jia Wu

Journal of College Access

The COVID-19 pandemic disrupted many aspects of higher education, including college admissions processes. Since 2020, numerous universities and colleges have adopted test-optional policies, allowing applicants to decide whether to submit standardized test scores. Although such policies have been in place at some institutions since 1998, research on their associations with student diversity and enrollment patterns has produced mixed findings. The widespread adoption of test-optional policies during the pandemic presents an opportunity to further examine their role in admissions. This study draws on admission data from a four-year, nonprofit, private university in the Midwest and uses logistic regression to explore patterns …

A Case Study Of California Postsecondary Faculty Collaboration On Rubric Development To Foster Student Learning, Emmanuel Kwadwo Frimpong

Dissertations

Although perceived as the ‘gold standard’ strategy for conquering complex problems, collaboration can be ignored by intellectuals who prefer to work independently. This oversight may occur even in the face of challenging problems such as assessment of scholarships, institutional effectiveness, strategizing, and even the crafting of effective rubrics for assessing student learning. The scholarly literature clearly reveals that real difficulties often refuse to respond to routine assignments or common bureaucratic patterns. Additionally, 21st century conflicts may require creative solutions involving interdependence, joining of forces and brains, or vision sharing. Effective assessment of student learning within higher education may reflect just …

Burnout Among Licensed Central Office Administrators In Illinois School Districts: A Quantitative Study, Ivone De Jesus

Dissertations of Practice

Burnout among educational leaders is well documented; however, limited empirical research has focused on central office administrators. This study examined burnout among licensed central office administrators in Illinois school districts, focusing on self-reported levels of burnout and associated organizational stressors. Guided by the Job Demands-Resources model, burnout was conceptualized as a systemic organizational phenomenon shaped by workplace conditions. A cross-sectional survey was administered to licensed central office administrators across Illinois public school districts. Descriptive analyses assessed burnout prevalence, while correlational analyses examined relationships among burnout, organizational stressors, and coping strategies. Results indicated that burnout was common and multidimensional, with organizational …

We See You! Mentorship Matters: Female Superintendents' Experiences In Illinois, Nicole Maxwell-Aldred

Dissertations of Practice

The purpose of the study was to examine female superintendents' lived experiences with mentoring and the impact it had on their trajectory to the position. Thirteen semi-structured qualitative interviews from a phenomenological lens who are currently women superintendents in the northern portion of Illinois. The results of this study shows the impact of mentorship along the way to the superintendency, once in the role, and the need to pay it forward. Gender dynamics had an impact on women across time. Additionally this research amplified women’s voices, provided deeper understanding of women's experience with mentorship, and added to the body of …

Educator Understanding Of Mtss: A Quantitative Descriptive Study, Danielle Valiente

Dissertations of Practice

Multi-tiered systems of support (MTSS) require coordinated implementation across the full educator workforce. This study examined MTSS knowledge and self-reported understanding across the Illinois educator workforce to identify the specific knowledge gaps a targeted professional learning solution would need to address. Using a quantitative descriptive design, 208 Illinois public school educators across 16 job roles and four experience bands completed an online survey consisting of an eleven-item true/false knowledge assessment, a ten-item multiple-choice knowledge assessment, and a 10-item Likert self-report inventory. Data were disaggregated by job role and by years of professional experience. Educators demonstrated strong understanding of MTSS structural …

Accessing Campus Mental Health Services In A Nigerian Southwestern University: Barriers To Academic Success, Caroline Dada

Electronic Theses and Dissertations

Mental health disorders are a significant health concern among higher education institutions in sub-Saharan Africa, including Nigeria. A substantial treatment gap exists in the Nigerian healthcare system, and this gap is further worsened by cultural and religious barriers, which reinforce stigma that discourages students from seeking professional help. This qualitative narrative inquiry explored the barriers students encountered when accessing mental health services at a university in Southwestern Nigeria, to increase service access. Qualitative semistructured interviews were conducted with seven professional mental health providers at a university counseling center between March and April 2025. Inductive thematic analysis was used to identify …

Beyond The Classroom: Exploring High School Graduates' Perceptions Of How Extracurricular Activities Influence College And Career Readiness, Miranda B. Grigg

Doctor of Education Dissertations

This mixed methods study explored high school graduates’ perceptions of how participation in extracurricular activities influenced their college and career readiness. Grounded in Bandura’s (1986) Social Cognitive Theory and Deci and Ryan’s (1985) Self-Determination Theory, the study examined how experiences in athletics, clubs, organizations, and leadership roles contributed to graduates’ development of confidence, motivation, leadership skills, belonging, and real-world competencies. A sequential explanatory mixed methods design was employed. The quantitative phase consisted of a 20-item survey completed by 67 graduates of a rural South Carolina high school, with responses analyzed using descriptive statistics and chi-square goodness-of-fit tests. Reliability was further …

Navigating Hunger And Academic Success: College Students’ Experiences With Food Insecurity And Campus Food Pantries, Casey J. Weaver, Carl H. Sorgen, Cordelia D. Zinskie

Journal of Higher Education & Student Affairs

Food insecurity is a growing issue faced by many college students, and there is an increasing call for more qualitative research examining food insecurity on college campuses. It may be posited that students who experience food insecurity but have access to resources are more likely to succeed academically than those without access to such resources. This research examined how the resources provided to college students experiencing food insecurity influenced their academic success at a university in the United States. This study explored the experience of four students who identified as food insecure and utilized campus resources to address this issue. …

Emotional Labor, Well-Being, And Community Care In Student Conduct Administration, Tiffany Shierling, Kelly Burlison

Journal of Higher Education & Student Affairs

This explanatory sequential mixed-methods study examined emotional labor, stress, and coping among student conduct administrators (SCAs). SCAs work in emotionally intensive, high-stakes environments that require balancing student development, institutional risk management, and legal compliance. Despite clear parallels to other helping professions, the emotional toll of student conduct work remains underexamined. Grounded in self-compassion theory and resilience theory, this explanatory sequential mixed-methods study examined the emotional labor demands, stressors, and coping strategies experienced by SCAs in higher education. Quantitative (n = 101) findings revealed strong relationships among stress, burnout, and anxiety, while individual self-care practices offered limited protection without institutional support. …

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 …

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 …

Negotiating Disability Stigma In Undergraduate Students With Academic Accommodations, Demetruis Leonard, Pietro A. Sasso

Journal of Higher Education & Student Affairs

To understand how undergraduate students diagnosed with a disability who receive academic accommodations negotiate stigma, this phenomenological qualitative study was conducted at a midwestern private university using Gibson's (2006) Disability Identity Development Model. Findings from this study of six undergraduates receiving academic accommodations suggest they qualified for reasonable accommodations to guarantee equal access and mitigate the impact of their diagnosed ADHD, depression, and/or anxiety and were granted academic accommodations such as extended time for testing and assignments. These students also used family, friends, and peers to support the navigation of the negative stigma of being perceived as “lazy” or “taking …

Factors That Impact K-6th Grade Teachers’ Sense Of Self-Efficacy: A Mixed Methods Study, Becky A. Eckburg

West Chester University Graduate Theses, Dissertations, and Final Projects

Although there have been efforts to narrow the "achievement gap," research shows that the academic achievement levels of students in low socioeconomic school settings are likely to be significantly lower than the academic achievement levels of students in higher socioeconomic school settings (Babayiğit et al., 2021; Rahman et al., 2024). Studies also show that teachers have a significant impact on their students' growth, no matter what their academic setting may be (Petek & Pope, 2023), and that collective teacher self-efficacy is a significant factor in positive student achievement (Hattie, 2008). If targeted professional development could support teachers' self-efficacy, student achievement …

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 …

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, …

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 …

Examining How Engagement Strategies Of Principals Influence Teacher Retention In Urban Title I Schools, Bridgette Allen

College of Graduate Studies: Theses & Dissertations

As the teacher shortage continues to rise, it is critical for educational leaders to focus on teacher retention. Principals play a significant role in teacher retention, teacher engagement, and job satisfaction; therefore, they must implement effective engagement strategies to improve teacher retention. The purpose of this basic qualitative study is to explore how engagement strategies employed by principals at urban Title I schools contribute to teachers’ decisions to remain at these schools. The research question for this study examines teachers’ perspectives on how the engagement strategies used by their school principals influence their decision to remain in an urban Title …

Staff Perceptions Of The Roles, Responsibilities, And Effectiveness Of School Resource Officers In Ensuring School Safety, Jana B. Collins

College of Graduate Studies: Theses & Dissertations

School safety remains a critical concern in education, particularly in rural settings where resources, staffing, and community dynamics may differ from urban and suburban environments. The purpose of this quantitative study was to examine staff perceptions of the roles, responsibilities, and effectiveness of school resource officers in maintaining and enhancing school safety within a rural school system. A researcher-designed survey using a 4-point Likert scale was administered to teachers and staff members (N = 417). Descriptive statistics summarized overall staff perceptions, and analyses of variance (ANOVAs) examined differences based on demographic and professional characteristics. Findings indicated that staff generally …

From Deference To Dialogue: How International Gtas From High Power Distance Cultures Adapt To U.S. Classroom Dynamics, Deborah Akua Afi Appiah

Theses and Dissertations

International graduate teaching assistants (GTAs) from high power distance cultures play a significant role in undergraduate education at U.S. universities, yet they face challenges that go well beyond language proficiency. Coming from educational backgrounds where teacher authority is unquestioned and hierarchical, these GTAs must navigate American classrooms that operate on fundamentally different assumptions, where authority is earned rather than assumed, informality is the norm, and students expect to question, negotiate, and be personally known by their instructors. The present study examined how eighteen (18) international GTAs from seven (7) high power distance countries perceived and adapted to these differences while …

What Does It Takes To Develop Game Changers? An Evaluation Of Sport-Based Youth Development Program, Jorge Adriel Rodriguez

Theses and Dissertations

This study examined mentor development within the Game Changers program, a sport-based youth development (SBYD) intervention designed to promote emotional flexibility, mental fitness, and personal growth among young men. Grounded in mentorship theory and positive youth development frameworks, the purpose of this study was to evaluate how participation in the program influenced mentors’ psychological development, perceptions, and leadership approaches.

A mixed methods design was employed. Quantitative data were collected through repeated surveys administered across four time points to assess changes in mentors’ knowledge, self-awareness, confidence, emotional awareness, mental health, and masculinity ideology. Qualitative data were gathered through semi-structured focus group …

Exploring Culturally Responsive Faculty Practices That Support Student Success In Community College Classrooms, Mary Catherine Flynn

Theses and Dissertations

This qualitative study explored the culturally responsive teaching practices used by six community college faculty and instructors in their in-person courses. Faculty and instructors taught courses included in certificate and degree programs related to early childhood education, human services, and criminal justice at one midwestern community college. Specific content areas included sociology, political science, and child development. Data collection for this study included comprehensive interviews with each instructor, an analysis of documents including syllabi, student assignments, and assessments, and multiple classroom observations. This study was anchored in a theoretical framework based on the constructs of culturally responsive teaching practices. Each …

Staff Attitudes Toward Ai Adoption At A Private Research University, Ashley C. Smith

Theses and Dissertations

This study addresses the limited research on university staff attitudes toward artificial intelligence use and adoption. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) research framework, the General Attitudes towards Artificial Intelligence Scale (GAAIS), and quantitative survey methodology, the study examines the attitudes of higher education staff toward AI, specifically examining whether demographic or professional characteristics are factors. The findings indicate that staff had moderately negative attitudes toward AI while also expressing some concerns. The results suggest that more resources and support for AI are needed for staff to address concerns. It also suggests that construct-level analysis …

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 …

Holistic Review In Graduate Admissions: Admissions Professionals’ Evaluation Of Non-Cognitive Traits, Joshua L. Olson

Graduate Studies Theses and Dissertations 2026

This basic qualitative study examines how graduate admissions professionals conceptualize, operationalize, and interpret holistic review within graduate admissions processes. Guided by Social Cognitive Theory and Expectancy-Value Theory, the study explores how non-cognitive traits such as motivation, resilience, self-efficacy, and professionalism are evaluated alongside traditional academic indicators in admissions decision-making. Using semi-structured interviews with graduate admissions professionals directly involved in admissions decisions, the study identifies how holistic review is defined and implemented across institutional contexts, which non-cognitive traits are most valued, and the tools and procedures used to assess applicant potential beyond academic metrics. Findings suggest that, for participants in this …

From Preparation To Practice: A Study Of Assistant Principals After Completion Of An Aspiring Assistant Principal Preparation Program, Mallory L. Mcconnell

UNF Graduate Theses and Dissertations

Leadership programs and readiness in schools, particularly those in Florida, is well studied. However, few studies have investigated how current assistant principals who have completed Clay County District School’s Aspiring Assistant Principal Program describe their experiences, believe the program has prepared them for the realities of school leadership, or identify the most impactful elements that have supported their leadership development. This case study seeks to collect foundational research knowledge by analyzing data from the program, participants, and key facilitators. Using a sampling of current assistant principals who have completed the Aspiring Assistant Principal Program, this research examines the results in …

The Un-Bridged Pipeline: Leading And Preparing Women Of Color To Senior-Level Higher Education Administration, Jacqueline D. Slater

UNF Graduate Theses and Dissertations

Despite increased educational attainment among Black women, representation in senior‑level leadership positions within higher education remains limited. This qualitative study examines the experiences of Black women who serve or have served in senior‑level academic administrative roles and explores how those experiences inform guidance, preparation, and decision‑making for future Black women leaders. The study focuses on practical barriers, workplace realities, and strategies that shape leadership entry, advancement, and retention.

Using a descriptive case study design, five Black women with professional experience as presidents, provosts, vice provosts, and academic deans participated in semi‑structured interviews lasting 45 to 75 minutes. Purposeful sampling ensured …

Emotional Labor, Well-Being, And Community Care In Student Conduct Administration, Tiffany Shierling, Kelly A. Burlison

College of Education Faculty Publications & Presentations

This explanatory sequential mixed-methods study examined emotional labor, stress, and coping among student conduct administrators (SCAs). SCAs work in emotionally intensive, high-stakes environments that require balancing student development, institutional risk management, and legal compliance. Despite clear parallels to other helping professions, the emotional toll of student conduct work remains underexamined. Grounded in self-compassion theory and resilience theory, this explanatory sequential mixed-methods study examined the emotional labor demands, stressors, and coping strategies experienced by SCAs in higher education. Quantitative (n = 101) findings revealed strong relationships among stress, burnout, and anxiety, while individual self-care practices offered limited protection without institutional support. …