Educational Leadership Commons^™

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

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 …

From Enthusiasm To Exhaustion: Investigating Burnout In New Secondary Teachers, Casey Gruver

Education Doctorate Dissertations

Teacher burnout remains a critical concern and commonly experienced phenomenon in secondary education, particularly among educators in their first five years of practice. This mixed-methods study examined the experiences and perceptions of burnout among new secondary teachers (grades 7–12) in a single, large suburban school district. Guided by the Job Demands Resource Model and Conservation of Resources Theory, the study explored how job demands, access to resources, and organizational supports shape early-career burnout. Survey data and semi-structured interviews support the framework that burnout is a multidimensional, cumulative experience influenced by job demands and insufficient organizational resources.

Implementing Restorative Practices For Girls In Elementary School Classrooms: A Participatory Action Research Approach, Mellissa Douglas

Dissertations of Practice

This participatory action research study examined how varying approaches to implementing restorative practices, together with teacher collaboration and influence, support resilience, enhance communication, establish healthy boundaries, encourage accountability, and build confidence among elementary school girls ages 8–10. Two third-grade teachers, three fourth-grade teachers, and three fifth-grade teachers in a midwestern elementary school implemented restorative practices through proactive circles or conferences over the course of forty school days. The eight teacher participants recorded the implementation of restorative practices in an action research journal, field notes, and photographs, and they collaborated to discuss strengths, areas in need of support, and next steps. …

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 …

Indicators Of Mid-Career Teacher Quality Through Perspectives Of Key Stakeholders, Maria Azfar Karimullah, Wayne G. Cotton, Louisa Peralta

Australian Journal of Teacher Education

The ongoing quest of quality education has focused on teaching quality in K-12 classrooms globally, as evidenced by recent research, reviews, and media coverage. Yet, identifying, defining, and measuring ‘teacher quality’ remains a complex challenge, particularly during the crucial mid-career stage. The focus on mid-career teachers in educational research is often neglected, when compared with early career teachers or teachers in leadership. This qualitative study explores the characteristics that mid-career teachers, teacher leaders and accreditation personnel perceive as the indicators of a quality mid-career teacher. Drawing on semi-structured interviews with 29 participants including 23 mid-career teachers, five school principals, and …

The Impact Of High-Quality Phonological Awareness Professional Learning On In-Service Teachers' Content Knowledge And Pedagogical Content Knowledge, Roberta S. Thomas

UNF Graduate Theses and Dissertations

This convergent mixed-method study examined the impact of high-quality phonological awareness professional learning on Montessori primary lead, associate, and team associate teachers’ content knowledge and pedagogical content knowledge of phonological awareness. Eleven teachers (4 lead, 4 associates, and 2 team associates) from a private school in northeast Florida participated in four professional sessions with a content focus on the levels of phonological awareness, including word, syllable, onset and rime, and phoneme awareness. In contrast to previous studies that reported low levels of teacher content knowledge prior to professional learning, participants in this study demonstrated relatively high levels of content knowledge. …

Research Brief: Developing Confident Professionals: Exploring Preservice Teachers’ Self-Efficacy After Attending Their First Professional Conference, David Wolff, Scott Klimek

OER Materials

This study focused on a convergent parallel mixed-methods study which explored how undergraduate preservice teachers perceived professional self-efficacy during their first conference, the Minnesota Rural Education Association’s (MREA) Greater Minnesota Education Summit. The Greater Minnesota Education Summit highlights successful programs and practices in rural education across Minnesota. The Future Educator Workshop (FEW) was a subcomponent during the summit which gave aspiring teachers opportunities to build resumes, practice interviewing, network with school leaders, and engage in conference sessions, helping them prepare for the teaching profession.

Pre- and post-conference surveys measured changes in self-efficacy. Autophotography paired with photo elicitation allowed participants to …

The Perceptions Of Instructional Coaching On Teacher Efficacy And Retention In Elementary Schools, Stephanie Lucas

Graduate Studies Theses and Dissertations 2026

Administrators in a large school district in Central Florida encountered challenges regarding teacher retention and sustainability. Flite STEM coaching, a new instructional coaching model, was developed to support teachers in hopes of reducing those challenges. This model includes coaching cycles that encouraged collaboration and reflective thinking aligned with professional learning. This qualitative study focused on implementing the Flite STEM coaching model with teachers and instructional coaches. The coaching cycle consisted of the following: 1) a pre-observation conference, 2) video observation, 3) post-observation conference with feedback, and 4) a professional learning opportunity. It included DebriefScape Observation Dashboard resources to collect and …

What Novice Educators Find Supportive, Robin M. Bossinger

UNF Graduate Theses and Dissertations

Teacher shortages have increased in the past two decades, creating greater emphasis on recruitment, talent development, and retention efforts for educational leaders. Novice educators feature prominently in these considerations. A teacher’s first years can be extremely challenging, and induction, the professional learning experiences specific to early career professionals, is often considered the answer. Despite the seeming ubiquity of induction, there is much variability in interpretation, enactment and outcomes. While it is generally accepted that some induction is better than no induction, new teachers deserve more intentionally designed support.

This study sought to reexamine assumptions about induction, adding to the literature …

The Role Of Growth Mindset As A Mitigating Factor On Teacher Burnout In The Secondary Math Classroom, Grant Butler

West Chester University Graduate Theses, Dissertations, and Final Projects

This mixed methods sequential explanatory study examined how secondary mathematics teachers’ mindsets relate to burnout tendencies, and how schools can support staff mindset to prevent burnout. Using a two-phase design, Phase 1 gathered survey data from 94 secondary math teachers, measuring mindset and burnout with descriptive statistics, correlations, chi-square tests, and regression analysis to quantify associations between mindset orientation and burnout risk. Phase 2 employed semi-structured interviews with a subsample of teachers and open and axial coding to explain and contextualize the quantitative patterns. Quantitative analyses revealed that teachers with more fixed mindset tendencies reported significantly higher burnout scores across …

(In)Consequential Rhetoric: Grading Policy And Values Misalignment At First-Generation-Serving Community Colleges, Sarah N. Seiffert

Journal of Multicultural Affairs

Research indicates that first-generation (FG) students face a number of barriers to success in higher education when compared to their continuing-generation peers. Although many institutions serving a large number of FG students have implemented programs to support this population, little attention has been paid to institutional grading policies that reinforce harmful practices by attempting to standardize assessment while perpetuating inequalities. This study uses document analysis and critical policy analysis to examine the alignment between the grading policies and institutional values of 25 community colleges serving high FG student populations. Findings reveal critical tensions between the stated values of these colleges …

An Examination Of The Types Of Support Beginning Teachers In Public K-12 Schools Identify As Most Effective For Overcoming The Challenges They Encounter, Matthew S. Heckmann

Electronic Theses and Dissertations

This research study examines the types of support beginning teachers in public K-12 schools identify as most effective for overcoming the challenges they encounter. Self-Efficacy Theory (Bandura, 1977) serves as the theoretical framework guiding this research, aiming to understand how various types of support and challenges encountered impact the self-efficacy of beginning teachers. Through a qualitative phenomenological approach, individual semi-structured interviews were conducted with five beginning elementary teachers in Western Pennsylvania to explore the two research questions of this study through their lived experiences:

RQ1: What challenges do beginning K-12 public school teachers encounter early in their careers?

RQ2: Which …

When Prayers Aren’T Enough: The Need For Mission Formation And Professional Development For Lay Faculty At Catholic Colleges And Universities, Lucy A. Pesce

Seton Hall University Dissertations and Theses (ETDs)

Current literature suggests that administration and faculty must make a more intentional effort within Catholic higher education to articulate the mission of these religiously-affiliated institutions in response to two current issues: dwindling numbers of clergy and vowed religious faculty and administrators, and fewer students nationwide who self-identify with any form of organized religion. However, few studies have examined the experience of lay faculty at Catholic institutions who are entrusted with advancing the mission, regardless of their religious affiliation, and their professional development needs.

Using the Association of Catholic Colleges and Universities’ Catholic Identity and Mission Assessment (CIMA) as a framework …

Post-Probationary Principals’ Perceptions Of Professional Development, Matthew Jackson

UNLV Theses, Dissertations, Professional Papers, and Capstones

This qualitative phenomenological study explored post-probationary principals’ perceptions of professional development, examining the relevance, adequacy, and impact of support provided after 4 years of their leadership. Although research and policy have emphasized the development of new principals, professional learning opportunities for those beyond probationary status remain inconsistent, generic, and misaligned with individual and contextual needs. Guided by adult learning theory, this study sought to understand how post-probationary principals evaluate current professional development, describe their desired opportunities, and determine their ongoing needs. Data were collected through semi-structured interviews with principals from multiple districts and analyzed using coding, memo writing, and mind …

A Mixed Methods Study Of Teacher Job Satisfaction And Principal Support In Private Jewish Day Schools Through The Lens Of Self-Determination Theory, Abigail E. Moyal

UNLV Theses, Dissertations, Professional Papers, and Capstones

This mixed methods study investigated how principal support influences teacher job satisfaction in private Jewish day schools through the lens of Self-Determination Theory (SDT). SDT asserts that motivation and well-being depend on the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Using an explanatory sequential design, quantitative data were first collected from 68 teachers across five Jewish day schools in the Southwestern United States using the Teaching and Learning Survey (TALIS) Teacher Job Satisfaction Scale (TJSS) and the Principal Support Scale (PSS). Results showed moderate to high satisfaction levels and a strong positive correlation between principal support and …

The Impact Of Formally Trained Teacher Leaders On Student Outcomes, Jodi Notch

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study examined the relationship between teacher leadership and student achievement through the lens of Distributed Leadership Theory. Specifically, it addresses three research questions: (a) To what extent is the implementation of teacher leadership by formally trained teacher leaders associated with academic success in schools? (b) Is there a difference in impact between formal teacher leader positions versus informal teacher leader positions? (c) How does having multiple teacher leaders in a school impact student outcomes? Using a two-way fixed effects design with a longitudinal panel data set, the analysis investigates the effects of employing teacher leaders trained through a formal …

When Two Worlds Collide: A Narrative Inquiry Into The Teacher Identity Development Of Graduate Students Of Additional Languages, Hannah L. Garver

Teacher Education, Educational Leadership & Policy ETDs

This study explores a population that has been understudied in teacher identity research: native English-speaking graduate teaching assistants (GTAs) of additional languages who assumed this role with no prior teaching experience. Influenced by my own experience as a GTA, the purpose of this study is to gain insight into how this population’s experiences shape their identities as teachers and later careers. This qualitative study uses narrative inquiry as a method by which to examine their experiences through the stories told by participants: six former GTAs of French and German.

Using data in the form of semi-structured interviews and some participants’ …

A Phenomenological Study Of The Lived Experiences Of Implementing An Education Model From School Leaders’ Perspectives, Jackie Marie Cusimano Phd

Teacher Education, Educational Leadership & Policy ETDs

A high school science teacher asked the question, “Why not make every class an elective?” He noticed that when his high school students were required to take a course, such as biology, the attendance and participation lacked when compared to his elective course of forensic biology. Both classes covered the same science standards. This question led him to applying for a public charter license and ultimately opening the first Choice Charter School in Albuquerque, New Mexico, in 2014. Choice Charter Schools follow the created Choice Charter Education Model, which is based on William Glasser’s Choice Theory (Glasser, 1998). Since the …

School And District Leaders’ Understanding Of Technology Organizations’ Cyber Business Practices, Jayejaye Johnson

Journal of Educational Research and Practice

Educational technology (EdTech) interoperability throughout cyberspace provides the financial opportunity to collect and sell student privacy information in digital learning environments, challenging school leaders to govern schools and keep children safe. School leaders provide the resources, funding, planning, decision making, and administration for EdTech cybersecurity practices and policies, yet little is known about what public school leaders understand. A quantitative study was designed using primary data collected from an online survey. Four research questions guided this study: What are the differences in cybersecurity practices and policy response scores (1) between male and female school leaders; (2) among leaders with different …

'The Rest Is Silence': Reframing Stasis As Integral To Creative Practice, Corinna Di Niro, Pablo Muslera

Staff Scholarship - Australia & Dubai

This duoethnographic study examines the relationship between motion and stasis in creative practice through the lens of two creative educators working in postgraduate and undergraduate Creative Industries. Drawing on our combined experiences as practitioners and educators at SAE University College, we explore how creative blockages can be reframed as productive rather than problematic, challenging dominant productivity paradigms in contemporary creative industries and education. Through structured dialogic exchange, we investigate three interconnected themes: the rhythmic nature of creative practice, the pedagogical value of embracing productive stasis, and the tension between institutional timelines and creative development. We consider how encouraging SAE creative …

Preparing Teachers To Seek Out Student Voice: Grounding The Work In Critical Consciousness, Stephanie Mg Herb

Northwest Journal of Teacher Education

Seeking out student voice is a powerful and beneficial practice that requires teachers to be thoughtful and intentional. While students may feel validated when teachers respond to their input, soliciting student voice can also be harmful if not done carefully. It is necessary to use a critically conscious lens when soliciting student voice and responding to their input and feedback to best support students with historically marginalized identities. Teachers must be prepared to seek out multiple perspectives, deeply listen, and take critical action in response to the information that the students provide. By doing so, teachers can create empowering learning …

A Model For Training Management System Implementation In Higher Education, David J. Rowe

All-Inclusive List of Electronic Theses and Dissertations

In an era where innovation and adaptability are critical to institutional success, the practical training and development of employees in higher education organizations have become essential. This study examined stakeholders’ perceptions of cloud-based Training Management System (TMS) implementation within California Higher Education systems, including both the California Community College (CCC) and the California State University (CSU). Although a TMS offers substantial benefits for administering training programs, large systems face challenges due to uneven adoption across campuses, leading to inefficiencies, regulatory non-compliance, and hindered workforce development. This research identified and evaluated technology, organizational, and environmental critical success factors influencing TMS implementation …

An Impact Study Of Young Women's Leadership Development: A Case Study Of Kosovo, Linda Gjergji

Theses & Dissertations

This study explores the leadership development trajectories of young women in Kosovo engaged in a global leadership program, offering significant insights into their capabilities, aspirations, and the barriers they face in pursuit of leadership roles. Using a qualitative instrumental case study approach, this study examines how participation in global leadership initiatives fosters skill development, self-awareness, and civic engagement among young women in a traditionally male-dominated society. The conceptual framework of the study is comprised of Erikson's theory of Psychosocial Development (Erikson, 1968) and Positive Youth Development (Lerner, 2005). Data was collected through online semi-structured interviews and an arts-based method, revealing …

From Vision To Practice: Implementing An Instructional Model Through Teacher Experience And Leadership Support, Stefanie Novotny

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Implementing change in any organization is challenging. It requires careful planning, effective communication, and strong leadership. Principals provide support and empower stakeholders to take ownership of the change process. They create opportunities for others to contribute ideas, take on leadership roles, and drive innovation, fostering a culture of shared responsibility and collective action. Change leaders inspire creativity and encourage teachers to think outside the box, leading to the development of new ideas and processes that drive growth and success. This mixed-methods action research study investigated how teachers can enhance educational practices by implementing an instructional model to improve teaching strategies …

Exploring Hiring Managers’ Strategies For Recruiting Diverse Educators In A Southeastern State, Keisa K. Davis Ma

Dissertations

This dissertation examined the strategies applied by hiring managers within one state in the southeastern United States to recruit diverse teachers. The purpose of the study was to explore hiring managers’ experiences and knowledge of minority teacher recruitment. The primary research question for this study was: What strategies do hiring managers in the school district under study find most effective in overcoming barriers to recruiting minority educators, and how do they measure their success? Data was collected through semi-structured interviews, and thematic coding was used to arrive at emerging themes, patterns, and perceptions. The findings revealed that while hiring managers …

A Phenomenological Study Into The Experiences Of Introverted Teachers, Bambi A. Hamel

All NMU Master's Theses

Behavior management has long been a challenge for teachers in general, but there has been a lack of research on behavior management through the lens of personality type, such as introversion. This qualitative phenomenological study explored the strengths and skills of introverted teachers to facilitate positive behaviors in their classrooms, as well as challenges they encountered. In a semi-structured interview, five teachers from a school district in the Central Upper Peninsula of Michigan were presented with a specific set of questions (See Appendix C) targeting their experiences in behavior management as introverted teachers. The results highlighted the teachers’ unique traits …

The Butterfly Effect: Cognitive Coachingsm As A Catalyst For Educator Learning And Lasting Change, Katie B. Givens-Martin

Electronic Theses and Dissertations

This qualitative, interpretative phenomenological analysis (IPA) research study explores instructional coaches’ perceptions of the impact of Cognitive Coaching℠ on teacher instruction, efficacy, and professional learning implementation. Findings across the four research questions reveal a cohesive perception among instructional coaches that Cognitive Coaching℠ functions as a catalyst for teacher growth, agency, and efficacy.

Coaches described their roles primarily as facilitators who guide rather than direct, emphasizing trust-building, reflection, and empowerment as essential. The findings highlight that Cognitive Coaching℠ strengthens teacher self-efficacy, which aligns with the six core principles of andragogy, with coaches observing increases in confidence, risk-taking, and professional agency. The …

Behavioral Manifestations Of Childhood Abandonment: African-American Men's Reflections And Strategies To Support Teenage Boys In K-12 Education, Jarmel Bell

Electronic Theses and Dissertations

The purpose of this study was to explore the behavioral manifestations of childhood abandonment as reflected in the lived experiences of African-American men and to identify strategies that may support African-American boys in K–12 educational settings. Although there has been limited documentation regarding the direct connection between childhood abandonment and behavioral challenges in school environments, this study seeks to address that gap by capturing the reflections of African-American men who experienced abandonment during their formative years. These reflections provide insight into how abandonment may shape behavior in educational spaces and what types of interventions or supports might have made a …

Educator Perceptions Of Mindfulness Education In Rural Elementary Schools In Tennessee, Mary C. Shepherd-Mcgown

Electronic Theses and Dissertations

The purpose of this phenomenological study was to examine educator perceptions of mindfulness instruction and the alignment of school policies in rural elementary schools in Tennessee. Despite growing interest in mindfulness in education, few studies have investigated how these practices are experienced and implemented within under-resourced, rural contexts.

Guided by Bandura’s Social Learning Theory (SLT) and framed conceptually by the Whole-School Mindfulness (WSM) model, the study explored how social, organizational, and policy factors influence the adoption of mindfulness practices. SLT provided a theoretical lens for understanding how educator behaviors are shaped through observation, modeling, and reinforcement, while the WSM framework …