Teacher Mentoring As A National Imperative: A Multi-Paper Dissertation, Ramiro Pesina

Human Resource Development Theses and Dissertations

This multi-paper dissertation investigates teacher mentoring as a critical intervention in human resource development designed to address the complex challenges facing the teaching profession, including high attrition rates and the need for sustained professional support. The study is organized into three connected studies: an integrative literature review on technology enhanced mentoring, a longitudinal qualitative study that devises a comprehensive mentoring model covering cognitive, emotional, and behavioral aspects, and a phenomenological case study in which a formally structured mentoring program in a North Texas school district is analyzed in terms of execution and outcome. Critically important findings indicate that well-crafted mentoring …

School Principals’ Perspectives Regarding Successful Professional Development, Kathryn L. Bauserman, Diana Quatroche, Linda E. Martin

Journal of Educational Research and Practice

This descriptive study examined K–12 principals’ perspectives on providing and supporting school‑based professional development in one Midwestern state. Survey responses from 300 principals explored how they defined successful professional development, how they determined teacher learning needs, and the challenges they encountered. Findings revealed that principals valued professional development aligned with instructional improvement, yet many relied on their control of decision‑making processes. Professional development was commonly delivered by school or district personnel, funded through limited local and state resources, and typically offered in short sessions. Principals identified success through surveys, observations, and student achievement data while noting challenges related to funding, …

A Comparative Analysis Of Professional Development Perceptions Among Baby Boomer, Generation X, Millennial And Generation Z Teachers, Lynsey R. Reynolds

ATU Theses and Dissertations 2021 - Present

ABSTRACT

A COMPARATIVE ANALYSIS OF PROFESSIONAL DEVELOPMENT PERCEPTIONS AMONG BABY BOOMER, GENERATION X,

MILLENNIAL AND GENERATION Z TEACHERS

Lynsey Ratzlaff Reynolds

This quantitative, non-experimental, cross-sectional survey study examined differences in perceptions of professional development among Baby Boomer, Generation X, Millennial, and Generation Z secondary teachers employed in one northwest Arkansas school district. Using the researcher-developed Teacher Professional Development Perceptions Survey, data were collected from N = 145 certified secondary teachers in grades 6–12 during February 2026. Four research questions guided the study, each concerning a distinct construct: perceived relevance of professional development to instructional practice, perceived efficiency of professional development …

What Keeps Teachers: A Systematic Review Of Induction And Early-Career Teacher Retention In Rural Schools, Bobbie Jean Mcdonough

Teacher Education, Educational Leadership & Policy ETDs

Teacher retention remains a persistent challenge in United States education, particularly in rural K–12 public schools. This systematic review synthesized empirical research on induction and early-career teacher retention in rural United States settings published between 2000 and 2025. Guided by a postpositivist framework and aligned with PRISMA 2020 standards, 56 studies met inclusion criteria following structured database searches and multi-stage screening. Findings across the included studies indicate that retention was most consistently associated with induction, mentoring, professional learning, responsive leadership, collegial relationships, and teachers’ integration into their school and community, with no single support appearing sufficient in isolation. Across research …

The Perceived Barriers Of A One-To-One Technology Implementation: A Post-Covid Case Study, Adam Howard Creasy

Electronic Theses and Dissertations

This qualitative dominant, exploratory sequential case study aimed to identify stakeholder perceptions of technology within a one-to-one technology initiative and outline any possible barriers. The study examined the perceptions of teachers, parents, and administrators within a rural K-12 public school district in Pennsylvania. The study provided school district stakeholders with data they can use to improve existing and future initiatives by early intervention within areas of concern identified by the study. Data were collected using a two round approach which includes focus groups and targeted surveys utilizing research-backed electronic survey tools. The research questions addressed in the study were the …

Bridging Professional Development Gaps In Pacrao Through Gamification, Chad Everett Saunders

Electronic Theses and Dissertations

This study examined the extent to which a gamified professional development platform can foster skill development, knowledge application, and engagement among members of the Pacific Association of Collegiate Registrars and Admissions Officers (PACRAO). Grounded in the principles of humanism (Rogers, 1969) and andragogy (Knowles, 1990), and operationalized through gamification (Kapp, 2012), this study evaluated whether game-based mechanics aligned with adult learners’ professional development needs within a geographically dispersed regional association. To address these constraints, a prototype gamified platform, PACRAO University, was developed to provide a flexible, self-paced, and contextually relevant learning environment. Using a quantitative, within-subjects repeated measures design, …

Marketing In Public Education: Proven Strategies And Common Implementation Barriers, Tanya Larkin, Neil Faulk, Clementine Msengi, Brett C. Welch, Thomas Harvey

Journal of Research Initiatives

This study investigated public-school superintendents' perceptions of the challenges and issues associated with implementing strategic marketing plans in the state of Texas. Guided interviews were conducted to determine the role of strategic marketing along with strategies and outcomes experienced because of past marketing efforts in Texas schools. Results indicated that school superintendents wanted and needed to know considerably more about strategic marketing in public schools. Superintendents also expressed strong desires to participate in and engage with marketing behaviors that were increasingly perceived as critical for communication and for maintaining and growing respective school districts. The study also identified strategies to …

Greater Newark Stem Ecosystem - 2026 Convening - Small Group Outcomes & Action Plan, Brad Schenker

STEM for Success Showcase

In January 2026, GNSE convened ecosystem partners for a co-design session focused on identifying shared challenges, opportunities, and near-term actions to strengthen STEM education and career-connected learning. Participants engaged in small-group discussions to surface barriers, enablers, and potential areas for coordinated action.

Examining Explicit Professional Development As A Means To Change Inclusive Mindsets, Mitchell E. Elatkin

Theses and Dissertations

Inclusive education requires educators to hold beliefs that support the participation and success of students with disabilities in general education settings. Although federal policy mandates access to the least restrictive environment, educator attitudes toward inclusion continue to influence the implementation of inclusive practices. The purpose of this mixed-methods study was to examine whether explicit professional development (PD) focused on inclusive mindsets influenced school stakeholders’ attitudes toward inclusion across a school year. Participants included representatives from various roles within a charter school organization in the Midwest. The researcher collected data through two administrations of the Adapted Teacher Attitudes Toward Inclusion Survey …

Bridging Vision And Practice: A Case Study Of Educator Perceptions Within The Community School Model, Jessica M. Riedel

West Chester University Graduate Theses, Dissertations, and Final Projects

Guided by a qualitative collective case study employing two focus groups and six individual interviews, this dissertation in practice examined educator and community school specialist perceptions of the community school model and sought to understand how those perceptions inform the district’s approach to teaching and school operations. Findings indicated a genuine desire to make the community school model successful for students within the buildings but also emphasized a lack of role clarity and professional development opportunities, misconceptions around the model, and siloing within different programs in the schools. These results highlight the need for more communication within districts and schools …

Virtual Coaching: Ushering In A New Era In School Improvement, Tygere Alisha West Charles

All Dissertations

This research study examined virtual coaching as a vehicle for principal professional development. The study focused on coaching a principal in a rural, low-performing, high-poverty South Carolina school district to improve support for teachers and students. This study explored virtual coaching and is rooted in improvement science as measured by plan-do-study-act (PDSA) cycles (Bryk et al., 2017). It explored how virtual coaching supported a rural principal’s professional development needs.

Principals must be transformational leaders who balance their support needs and accountability while meeting the needs of the diverse stakeholders they serve. Ongoing professional development is an essential component in helping …

An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention, Kristina M. Hollender

Doctor of Education Program Dissertations

The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher …

Capitalizing On Teacher Retention: The Role Of Human, Social, Structural, And Positive Psychological Capital, Mary A. Hamner

PhD in Education

This study explored the influence of psychological, social, human, and structural capital on teacher retention within a large Florida school district, guided by Mason and Matas’s (2015) four-capital framework. Using a nonexperimental quantitative design, the research examines how demographic variables and perceptions of professional capital relate to educators’ decisions to remain in the profession. Findings revealed that most demographic factors—gender, age, years of service, and degree type—did not significantly affect perceptions of the four capitals, suggesting a relatively equitable distribution of organizational supports. However, educational degree status was associated with higher perceptions of social, human, and structural capital, indicating that …

Enhancing Educational Outcomes For English Learners: The Role Of Culturally Responsive Teaching And Professional Development In Texas, Elisa Garcia, Kristi L. Santi

Journal of English Learner Education

The increasing population of English learners (ELs) in Texas public schools requires a focused approach to their education. This article explores the challenges faced by ELs, including the risk of misplacement in educational programs and the need for culturally and linguistically responsive teaching practices. Drawing on recent research, the article highlights the importance of professional development (PD) tailored to the unique needs of ELs. Effective PD programs should prioritize cultural and linguistic awareness, collaborative learning opportunities, and strategies for differentiated instruction. The article also discusses the significance of engaging parents and the community in supporting ELs. By implementing these recommendations, …

Contributions Of California Teacher Librarians To Student Achievement, Keith Curry Lance, Caitlin Gerrity

Learning Hub

This article assesses the contributions of California Teacher Librarians (TLs) to student achievement, specifically in the area of English Language Arts and Literacy. This comparison-of-means analysis employed two major datasets: the California Department of Education (CDE) school library evaluation survey and California Assessment of Student Performance and Progress (CAASPP) data, both for the 2022-23 school year. This study found that students who met or exceeded ELA standards were more likely to be in schools with: a full-time, certified TL rather than a part-time TL or no TL; a TL–full- or part-time–rather than no TL; a TL staffing a single library …

Uncovering Best Practices For Professional Learning: A Focus On Dialogic Discourse, Belinda Jaquez

Dissertations

The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the …

Innovating Professional Learning: A Design Thinking Approach To Pk-12 Education Development, Shanna Hensley

Electronic Theses and Dissertations

The increasing complexity of 21^st century education has heightened the demand for professional development (PD) that effectively support educators in adapting to evolving standards and diverse student needs. Despite extensive investment in PD, significant gaps remain in its design, implementation, and evaluation, often leading to ineffective outcomes. This qualitative, phenomenological study explored the processes involved in identifying, developing, implementing, and evaluating professional learning programs in PK-12 education, with the goal of identifying key factors that contribute to their effectiveness. Grounded in the design thinking framework, this study employs five phases: empathy, define, ideate, prototype, and test, to investigate how …

Reading Between The Lines: A Mixed Methods Investigation Of Teachers’ Understanding And Implementation Of The Science Of Reading, Karen L. Dumas

Electronic Theses and Dissertations

Throughout the nation, the science of reading (SoR) is sweeping through schools, realigning instructional practices, altering curricula, and causing a shift in educators’ ideologies. Therefore, exploring teachers’ understanding of the science of reading and the classroom implementation may offer valuable insights for school leaders, policymakers, and educators during this period of transition. This explanatory sequential mixed methods investigation researched SoR knowledge and implementation of K-3 general education teachers in Pennsylvania.

This study took place in two phases: quantitative followed by qualitative. During the quantitative phase, 141 K-3 teachers in Pennsylvania participated in the Teacher Understanding of Literacy Constructs and Evidence-Based …

K-12 Special Education In The South: Where Are We And Where Should We Be Going?, Jack G. Walker

Honors Theses

Throughout the past century, special education has undergone significant transformation and increasing accessibility to those who need it. However, persistent challenges remain. Some of these challenges include but are not limited to teachers still challenged with job stress and paperwork overload, schools faced with lack of funding for the program, and the lack of importance seen by administration on close relationships with parents of said students. These problems can affect all involved and especially the students who deserve the best education experience they can receive. The purpose of this thesis is to look into what has gotten policymakers to where …

2024 Founders Award Remarks, Elizabeth Cole Beck

Honors in Practice Online Archive

NCHC Founders Award recipient describes a three-decade career in honors education, highlights the immeasurable potential of honors programs for shaping student lives, and argues for the importance of conference attendance to honors educators.

Incudes

a revised version of remarks delivered at the 2024 National Collegiate Honors Council awards ceremony on November 1, 2024 in Kansas City, Missouri.

Culinary Training Needs Of School Nutrition Professionals: Perspectives From The Field, Jane Peterson Phd, Rdn, Shellie R. Hubbard Ma

Institute of Child Nutrition, Applied Research Division

As school nutrition programs continue to implement healthier meal standards, school nutrition professionals require culinary knowledge and skills to prepare nutritious, appealing meals that meet regulatory requirements and student preferences. This study examined culinary training priorities and training delivery preferences among school nutrition professionals and State agency personnel across the United States.

A national rapid response survey was developed with input from culinary experts and validated by an expert review panel. The survey assessed training needs in four areas: food preparation, menu development, recipe development, and operations, as well as preferences for training delivery methods, duration, timing, and scheduling. A …

Challenges And Issues In Child Care Centers Participating In The Child And Adult Care Food Program, Kristi L. Lewis Phd, Rdn, Shellie R. Hubbard Ma

Institute of Child Nutrition, Applied Research Division

The Child and Adult Care Food Program (CACFP) plays a critical role in supporting the provision of nutritious meals and snacks in child care settings. Understanding the challenges experienced by CACFP operators is essential for developing resources, training, and technical assistance that support effective program implementation. This study examined the challenges and issues faced by child care centers and other CACFP operators participating in the program.

Using a mixed-methods and participatory research approach, researchers conducted a literature review, consulted subject matter experts, and developed a national rapid response survey. The final survey assessed challenges related to food procurement, training, facilities …

Developing Waldorf Teachers: An Analysis Of The Practical Effects Of Teacher Training And Professional Development On Teachers' Sense Of Self-Efficacy And Personal Transformation, Emily Macdonald Merchant

Antioch University Dissertations & Theses

This mixed-methods study explores the concept of Pedagogical Instinct (PI) in Waldorf education by examining its relationship to the teacher’s sense of self-efficacy and professional development. Connected to Rudolf Steiner’s educational philosophy, PI refers to the intuitive and adaptive capacity of teachers to respond to students’ individual needs, integrating technical skills, relational awareness, and ego development. Quantitative data from 168 survey respondents were analyzed to assess relationships between self-efficacy, PI, teacher training, and demographic variables. Qualitative data from 65 respondents to 9 open-ended questions provided insights into the lived experiences of Waldorf teachers in relation to PI. Findings revealed a …

A Predictive Correlational Study Of The Relationship Between Two-Year College Faculty Participation In Professional Development And Career Commitment, Faculty Leadership, And Professional Service Activities, Deborah Josey Burks

Doctoral Dissertations and Projects

The purpose of this predictive correlational non-experimental study was to examine the relationships between faculty participation in professional development, and career commitment, faculty leadership, and engagement in professional service activities. The predictor variable was faculty professional development and criterion variables were career commitment, faculty leadership, and engagement in professional service by faculty employed within two-year colleges in the southeastern United States. This study contained a convenience sample of 76 faculty employed at two-year colleges within a system of colleges. Data was gathered utilizing the combined self-reported Career Growth Opportunity Measure (Adams, 1999), the Teacher Leadership Inventory [TLI] (Angelle & DeHart, …

Virginia Principal Support Program (Vapsp): Cultivating And Supporting School Leaders Case Study, Monica B. Smith-Woofter, Jaclyn R. Nickel, Doug A. Alderfer, Mark A. Rumley, Nancy N. Barbour, James C. Ellerbe

School Leadership Review

Principal support programs focused on advising and professional development can have positive impacts for early career principals and the teachers they lead. The mixed-methods case study aims to report on the impacts of a customized support program on early career principals. The case study gives insights on how a university-designed professional development and advising can have favorable impacts on participating individuals and teacher retention within their schools. The case study specifically reports on the participating early career principal retention rates, teacher retention rates within the early career principals’ respective schools, and the benefits of both professional growth and development and …

Examining And Exploring Online Instructors' Professional Development Experiences, Attitudes, And Perceptions In A Post-Secondary Education System, Jena R. Hartley

Dissertations

Effective professional development for online instructors is critical to student and organizational success. The online instructors’ knowledge transfer on workplace performance outcomes positively or negatively impacts student and organizational success. This study explored online instructors’ professional development experiences, attitudes, and perceptions. The research questions guiding this study were: What are the online instructors’ experiences and attitudes about professional development? How do online instructors perceive the quality and impact of professional development experiences? How do the online instructors’ experiences, attitudes, and perceptions impact knowledge transfer and workplace performance outcomes? Participants in this study were from one post-secondary system in Mississippi. The …

Enhancing Democracy Through P-20 School-University Partnerships In Teacher Education: Implications For Educational Leaders, Rebecca West Burns

Democracy & Education

The purpose of this paper is to share how schools and universities can partner intentionally through Professional Development Schools to enhance democracy by answering the questions: (1) What is it about Professional Development Schools, as robust school-university partnerships, that give voice to teachers to enhance democracy, particularly in a high-stakes accountability climate? and (2) How can schools and universities create robust partnerships to empower teachers’ voices in a high-stakes accountability climate? The paper argues that educational leaders in schools and universities must change their mindset and their practice to form partnerships in ways that rethink teacher preparation, induction, and professional …

Cultural Advocacy And Teachers Of Color, Torine Champion, Linda Wilson-Jones

Journal of Research Initiatives

Teachers of color face marginalization and microaggressions that their White counterparts do not have to face. African American teachers experience microaggressions pathologizing their cultural values and communication styles, cultural/ethnic insensitivity, an ascription of their intelligence, and being treated as second-class citizens) that are hurtful, undermining, and disparaging (Brown, 2019). Asian American teachers face gendered, racial, and sexualized expectations on their campuses (Endo, 2015). A study of Latina bilingual teachers revealed that they felt alienated from their colleagues, had larger workloads, and did not have access to support (Amos, 2016). Teachers of color experience inequalities, microaggressions, and marginalization that impact their …

Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo

Graduate Teacher Education

Cohesion between general education and special education departments is the idea of blending and aligning instructional methods and approaches regardless of educational discipline. This paper was written to examine how this cohesion can be improved. Educational leaders must improve cohesion between general education and special education departments to support the academic achievement and success of all students in schools. Through qualitative, quantitative, and mixed methods studies, methods to improve this cohesion were researched. The research provided insight on how general education and special education teachers feel about collaboration and how collaborative efforts can be utilized to improve cohesion. These collaborative …

Perceptions Of Teachers And Administrators On Inclusive Practices For Students With Special Needs, Jury Segers

Graduate Theses & Dissertations

This qualitative case study explores the intricate dynamics between regular education teachers, special education teachers, and administrators within the context of inclusive education and was guided by three research questions: (1) What is the existing relationship between regular education and special education teachers? (2) What role do administrators play in fostering collaborative relationships between co-teachers? (3) How does this relationship impact inclusive practices for students with special needs? Data were collected through a survey, one-on-one interviews, and focus group discussions, revealing three primary themes: leadership and direction, training, and challenges.

The findings highlight the critical role of leadership in shaping …