Educational Leadership Commons^™

From Learner To Leader: Exploring Principals' Perspectives On Professional Learning, Development, And Mentoring, Eric William Kausch

Graduate Theses and Dissertations

This purpose of this qualitative study was to examine veteran secondary school principals’ engagement in professional learning, development, and mentoring for the improvement of their leadership skills. While previous literature provides insight into administrative preparation programs, mentoring of novice leaders, and succession planning for those advancing their careers, there are fewer studies that discuss enhancing experienced principals’ leadership development. The study was guided by three research questions: (1) How do principals describe their experiences participating in professional learning and development? (2) What types of leadership experiences do principals engage in to improve their leadership skills? and (3) How does engaging …

Investigating And Comparing Special Education Teachers’ Perceptions Of Workload Manageability And The Relationship With Attrition, Kasey Sanders

Graduate Theses and Dissertations

This study investigated special education teachers’ (SETs) perceptions of workload manageability and the relationship between these perceptions and intentions to quit. State-wide data from the Kansas State Department of Education showed a significant increase in the number of special education vacancies from a total of 161, or .03% in the 2019-2020 school year to 557, or 11%, in the 2024-2025 school year. Over the past four years, the number of special education teachers with a non-traditional license has increased from 312, or 6%, in the 2021-2022 school year to 427, or 8%, in the 2024-2025 school year (KSDE, 2025). Using …

Exploring Perceptions Of Collective Efficacy And Its Potential For A District Instructional Leadership Team, Dana Tabor

Graduate Theses and Dissertations

The purpose of this study was to explore experiences that influence the collective efficacy of a district instructional leadership team and to better understand the members’ perceptions of isolation in their roles. The study used an action research approach with both qualitative and quantitative methods to provide insight to district leaders to create the conditions for improving their teams and the experiences of their leaders. The study answered the following research questions: What collective efficacy-shaping experiences influence the District Instructional Leadership Team (DILT)? In what ways can a DILT influence the collective efficacy of its members? How does the DILT's …

Support Leads To Success: Exploring Culturally Responsive And Relevant Education For Tertiary Level Students Of Color, Aisha Milaham

Graduate Theses and Dissertations

Culturally responsive and relevant education (CRRE) teaching practice are crucial to implement at the tertiary level to support post-graduate preparation for students from marginalized communities. This case study explores the impact, or lack thereof, of these teaching principles in a higher education program specifically created to support diverse populations of students in preparing for graduate level studies and professions in academia. Data were collected via one-on-one interviews with students and staff in the program. Data were then analyzed to explore the extent to which culturally CRRE principles were integrated into TP and how that integration impacted student preparation for academia. …

Unpacking The Tension: A Study Of Teacher Experiences With School District Data Use Processes, Mindi Gates

Graduate Theses and Dissertations

The purpose of this mixed methods study was to understand why data conversations and processes at Wildcat School District (WSD) created discomfort for teachers. The research utilized both survey and interview data to understand teachers’ experiences as they engage in data use conversations. Participants of this study included certified teachers at WSD who participated in monthly collaborative team meetings. Grade and content level meetings are commonplace at WSD. In many cases, teachers are given time at least once per week to engage in collaborative conversations about their work (DuFour & Fullan, 2013). However, as a principal at WSD I have …

Balancing Act: Examining The Relationship Between Organizational Culture And Burnout Within Graduate Medical Education Program Coordinators, Michael Conrad

Graduate Theses and Dissertations

This phenomenological study examined the lived experience of working as a graduate medical education (GME) program coordinator to determine how organizational culture impacts their burnout. The study was guided by the Job Demand-Resource Theory and the Conservation of Resources theory. When job demands outweigh job resources for an individual for a long period of time, it can result in burnout. Job resources can be used to buffer against demands and promote job growth, engagement, and learning. It is this concept which leads individuals to protect their resources when needed and to strive to develop new resources. Data was collected through …

Bridging The Gap: Enhancing Institutional Support For Adjunct Faculty In Rural Community Colleges, Emily Joleen Mason

Graduate Theses and Dissertations

Adjunct faculty constitute approximately 70% of the academic workforce in U.S. higher education, yet they often face challenges related to professional isolation, limited institutional support, and insufficient onboarding. This qualitative study explores how institutional connectedness influences adjunct faculty retention at a rural community college in the Midwest. Using a phenomenological approach, the research investigates the lived experiences of adjunct faculty, focusing on onboarding processes, professional development opportunities, and institutional culture. Findings highlight the critical role of structured onboarding, mentorship, and continuous professional development in fostering engagement and retention among adjunct faculty. The study underscores the importance of inclusive institutional practices …

Examining Administrator And Teacher Perceptions Of Integrating Technology In The Classroom, Tracy E. Rampy

Graduate Theses and Dissertations

ABSTRACT The purpose of this study is to gain a better understanding of PK-12 administrator and teacher perceptions of required skills and abilities to integrate technology in the classroom. Examining the happenings in the PK-12 technology ecosystem will provide insight into the knowledge and skills preservice teachers need to use technology in the classroom and inform the teacher preparation program of ways to address technology integration in preservice experiences. This study uses a phenomenological research design to explore participants’ experiences collected through an online survey questionnaire, individual interviews, and focus group interviews.

Unlocking College Potential: The Role Of Student Expectations And Non-Cognitive Skills In College Success, Gema Zamarro, Malachi Nichols, Julie Trivitt, Rian Djita

Education Reform Faculty and Graduate Students Publications

Attending college is a significant human capital investment, but only about 60 % of those who start college will have a completed degree six years later. This makes identifying the skills associated with college success an important policy concern. We surveyed over 1100 entering college freshmen, majoring in business and engineering at a public university in the US, and combined this information with administrative data to create a comprehensive data set that, in addition to the usual academic performance data, cognitive ability measures, and demographics, also included measures of non-cognitive skills, personality traits, student expectations about college grades and performance …

More Than A Monolith: Parental College Aspirations, Adolescents’ College Expectations, And Postsecondary Enrollment Among Asian Adolescent Immigrants, Rian R. Djita

Education Reform Faculty and Graduate Students Publications

Studies that are centered around social mobility and educational attainment have shown that educational aspirations and expectations play a critical role in an individual's future success. However, there are only a few analyses that focused on ethnic minorities or immigrants, particularly among Asian populations. These few studies about Asian American families tend to "lump" Asian immigrants as a monolithic ethnic group. This study seeks to bridge this gap by understanding different educational aspirations among immigrant parents from various Asian subgroups concerning their children's postsecondary enrollment in the U.S. Utilizing the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative …

Evaluation Of Achievement Change In Egypt Using Pirls Data, Harry Anthony Patrinos, Maciej Jakubowski, Tomasz Gajderowicz

Education Reform Faculty and Graduate Students Publications

This study analyzes Egypt's exceptional reading achievement gains during the COVID-19 school closures, a period when most countries experienced declines. Drawing on data from the 2016 and 2021 Progress in International Reading Literacy Study (PIRLS), we find a 48-point improvement-equivalent to two years of learning-with notable gains among boys. Using Ordinary Least Squares (OLS) and projected trend models, we confirm the significance of this rise. Oaxaca-Blinder decomposition attributes only one-third of the improvement to observed factors. The study finds that Egypt's progress likely reflects systemic reforms, but more research is needed to confirm that.

An Exploratory Analysis Of U.S. Academically Intensive Charter Schools (Aics), Robert Maranto, Jamison White, Sean Woytek

Education Reform Faculty and Graduate Students Publications

Considerable amounts of research have discussed "No Excuses" charter schools preparing traditionally disadvantaged students for higher education. Yet, no scholarly work has identified or investigated U.S. academically intensive charter schools (AICS) that were founded to enable students to excel academically as much as their abilities and efforts allow. Here, we offer an exploratory study of AICS, defining them, describing the lived experience of an AICS principal, presenting the first national data comparing AICS campus and student characteristics to those of other charter schools, and assessing whether, nationally, AICS succeed on their own terms, with relatively high academic achievements. The data …

Learning To Support Science: Gender Differences In How Scientific Literacy Mediates Formal Education's Effect On Us Adults' Public Support For Science, Kevin Mark Roessger, Arie Todd Greenleaf

Counseling, Leadership, and Research Methods Faculty Publications and Presentations

Introduction Scientific literacy is targeted by the knowledge deficit model, which predicts that increased scientific literacy improves public support for science. The model, in part, assumes formal education drives scientific knowledge, which, in turn, drives support for science. To date, though, this relationship is unclear, and research shows that, while formal education is associated with adults' public support for science, scientific literacy maintains only a small relationship with support for science, one that may differ by gender.Methods Using a conditional process analysis, we drew on 2018 General Social Survey data to examine whether scientific literacy mediates education's effects on support …

The School Counselors Role In Supporting Teachers Working With Children Who Have Experienced Trauma: Lessons Learned, Kristi L. Perryman, T.J. Timothy, Hailey Thomas Frost

Counseling, Leadership, and Research Methods Faculty Publications and Presentations

Teachers are dealing with the challenges of educating students who have been exposed to Adverse Childhood Experiences (ACEs) at an increasing rate (Brunzell et al., 2021; Mayor, 2021). Often their education has not prepared them for recognizing and mitigating the behaviors associated with ACE exposures. This article offers a review of current research regarding the role of the school counselor in supporting teachers. A case study provides insight into this support through a university partnership with a trauma-focused charter school. Suggestions are offered for teacher training and policy changes based on the author's experiences in working with a trauma-focused school. …

An Instructional Remodel: How Adopting A Unifying Model-Of-Instruction Impacted Teacher Self-Efficacy And Teacher Development And Evaluation Efforts In A Midwestern High School, Charles D. Patterson Carpenter

Graduate Theses and Dissertations

This mixed methods study sought to determine the effect of adopting a unifying model-of-instruction on teacher self-efficacy and the development and evaluation processes of administrators. By assessing the level of teacher self-efficacy (Tschannen-Moran & Hoy, 2001) in the nascent stages of the instructional model’s implementation, then reassessing it after a multiple-month sequence of professional learning, the researcher provides a judgment on statistical significance concerning the two measurements and conjectures the extent to which the instructional model impacted any differences in self-efficacy levels. Using two separate “before and after” interviews with purposefully selected administrators, the researcher explored how the unification of …

Creating A Sense Of Home: Hispanic Students At Hispanic-Serving Institutions, Eva Cordero

Graduate Theses and Dissertations

Hispanic-Serving Institutions (HSIs) provide critical access to higher education for Hispanic students, yet their designation is based on enrollment rather than active support for student success. The purpose of the study was to describe and explore the sense of belonging for Hispanic students at a select Hispanic Serving Institution (HSI) with a high percentage of Hispanic students. Using photo voice, document analysis, and semi-structured interviews, the study identifies five key themes: (1) agency in belonging, (2) club participation, (3) fostering a sense of value, (4) institution and institutional agents, and (5) scholarship and funding. Findings underscore the need for HSIs …

Principal And Teacher Perceptions Of Corrective And Developmental Feedback For Teachers, John Kimball Emett

Graduate Theses and Dissertations

This study explores why the current structures of systematic, comprehensive, instrument-driven, and inter-rater reliable teacher evaluation may oversimplify the multi-dimensionality of teaching and minimize practitioner voices in the field. A framework for teaching complexity is presented with descriptions of effective school culture and connectivity, educator well-being, connected relationships, reflection for continual improvement, and positive learning environments. Through a mixed method, bounded multiple case study, and descriptive survey research, I sought to understand principal and teacher perceptions along inquiry lines of feedback going well and not going well in both corrective and developmental settings. I probed reflexively with purposive sampling, five …

Exploring The Relationship Between Novice Teacher Autonomy And Workplace Engagement, Burnout, And Intentions To Remain In The Teaching Profession, Bryce Bennett

Graduate Theses and Dissertations

Administrators and experienced faculty frequently disagree on the degree of autonomy that should exist for classroom teachers. Administrators seeking to make adjustments to the levels of autonomy experienced by their teachers may struggle to account for differences between novice teachers and their more seasoned counterparts. This study applies researched-based models for exploring the relationship between various job resources and demands and their ultimate impact on workers. A mixed method designed employing a survey across three large school districts in Arkansas asked participants questions intended to uncover the degree of autonomy novice teachers typically experience, levels of burnout & workplace engagement, …

Exploring Hybrid Cohort-Based Doctoral Program Features That Support Nontraditional Doctoral Students’ Persistence: A Preregistered Case Study., Glenda Winborn

Graduate Theses and Dissertations

With the rise of hybrid learning models, non-traditional learners have greater access to doctoral education. However, attrition rates from doctoral programs remain high, ranging from 40% to 50% across all doctoral programs and exceeding these levels in online non-traditional programs. Numerous causes of attrition or persistence in doctoral studies have been researched and can affect the student, the academic institution, and the broader academic society. This qualitative case study will explore adult and lifelong learning doctoral students' perceptions of the programmatic and instructional support resources that have helped improve persistence in their program. Two of the important programmatic features of …

Centering Relationships In Leadership Preparation, Kara Lasater, John C. Pijanowski

Counseling, Leadership, and Research Methods Faculty Publications and Presentations

Relationships are central to the work of school leaders; however, little is currently known about how leadership preparation programs provide learning experiences for students which develop their relational abilities and orient them to adopt a relational stance in their work. The purpose of this paper is to fill this knowledge void by describing leadership preparation experiences provided through the IMPACT program. Specifically, we describe the IMPACT program and present the unique program features which exemplify how leadership preparation programs can create meaningful learning opportunities to achieve the following: (a) equipping students with the knowledge and skills needed to foster transformative …

The Learning Crisis In The United States Three Years After Covid-19, Harry Anthony Patrinos, Maciej Jakubowski, Tomasz Gajderowicz

Education Reform Faculty and Graduate Students Publications

The COVID-19 pandemic caused widespread disruptions to education, with school closures affecting over one billion children. These closures, aimed at reducing virus transmission, resulted in significant learning losses, particularly in mathematics and science. Using United States data from TIMSS, this study analyzes the impact of school closure on learning outcomes. The losses amount to 0.36 SD for mathematics and 0.16 SD for science. The declines are similar across grades. The average decline in mathematics performance among U.S. students is substantially greater than the global average. n science, the decline observed among U.S. students does not significantly differ from the global …

Widening The Net: How Cogat And Act Aspire Compare In Gifted Identification, Al Mansor Helal, Jonathan Wai, Andy Parra-Martinez, Sarah Mckenzie, Dustin Seaton

Education Reform Faculty and Graduate Students Publications

Previous research indicates that many academically accomplished students from disadvantaged backgrounds are not identified for gifted and talented (G/T) programs. This study examines a large sample of students (N = 10,508), many of whom took both the Cognitive Abilities Test (CogAT) and the ACT Aspire test. We examined test similarities and differences with an eye to widen the net for G/T identification in practice. This study demonstrates that the ACT Aspire and CogAT have a significant correlation in our sample of r = .59. However, the correlation varies across cohorts noticeably from r = .72 to r = .49. This …

Board-Head Relationships: The Role Of Relational Trust And Intentional Care In Fostering Head Of School Well-Being, Cassidy Klutts, Albert Cheng

Education Reform Faculty and Graduate Students Publications

Given the challenges of school leadership and high rates of school leader attrition, scholars have increasingly given attention to the wellbeing of heads of schools. However, that research has not considered the way governing boards potentially influence head of school wellbeing. We fill this gap by examining how relational dynamics between heads of school and governing boards are associated with head of school wellbeing. Using data from about 140 heads of schools who participated in the Society for Classical Learning’s 2023 Thriving Schools Survey, we find that (a) relational trust between heads and boards and (b) care of the head …

Leadership Lessons For Aspiring College Presidents: Essential Tools, Skills, And Strategies For Success, Quincy Martin Iii

Journal of Research on the College President

College and university presidents today face an increasingly complex set of challenges, demanding not only traditional leadership skills but also a nuanced understanding of the unique dynamics in higher education. With heightened financial pressures, technological advances, and evolving student expectations, college presidents must be equipped with the right tools, skills, and strategies to navigate their roles successfully. This article explores leadership lessons for aspiring college presidents, providing a comprehensive overview of the essential competencies required to lead effectively. Drawing from recent leadership theory, case studies, and trends in higher education, this article offers practical guidance for current and future higher …

Editor's Comments, Michael T. Miller

Journal of Research on the College President

Welcome to Volume 8 of the Journal of Research on the College President. In this volume, you will find three exceptional studies that help provide an even stronger understanding of what has been described as one of the hardest jobs in not only in higher education, but in the country. These three articles were accepted through our peer review process, and this year we had 11 submissions, resulting in a 27% acceptance rate.

Black Like Me: Black College Student Perceptions Of Racially Similar College Presidents, David V. Tolliver Iii, Michael T. Miller, Jennifer M. Miles

Journal of Research on the College President

There is a strong interest in higher education to enroll a diverse student body, including groups from historically underrepresented populations. This is particularly true within the Black American community, where Black women have increased their presence in higher education yet Black men continue to account for only a small fraction of all college enrollment. To help increase the enrollment of Black men, some institutions have explored and put into place mentoring programs and have looked to symbolically demonstrate that higher education is a welcoming place by spotlighting college presidents who share similar demographic characteristics. The current study was designed to …

Leading Through Language: Understanding How Presidential Leaders At Faith-Based Institutions Issue Sensegiving Statements Within A Social Justice Context, Benjamin Gibbs

Journal of Research on the College President

The landscape of leadership in higher education is becoming increasingly complex (Gagliardi et al., 2017; Jaschik & Lederman, 2016; Wesley et al., 2021). Significant instances of racial violence and geopolitical unrest have instigated conversations and ongoing movements towards greater social justice in American society and on university campuses. With these movements, higher education leaders at faith-based institutions have been called on to communicate and lead within a social justice context, through the act of sensegiving. This qualitative study investigated the perspectives and roles of presidential leaders who have provided communication regarding social justice topics. The purpose of the study was …

Factors Contributing To Chronic Student Absenteeism In Low Socioeconomic Urban Elementary Schools: An Analysis Of Multiple Stakeholders’ Perspectives, Kellen D. Conaway

Graduate Theses and Dissertations

The purpose of this study was to examine factors contributing to chronic student absenteeism in two lower socioeconomic urban elementary schools. This qualitative study was guided by two research questions: 1) What are stakeholders’ perspectives on chronic absenteeism at Mission and Lincoln Elementaries? and 2) What changes to practice or policy could improve attendance at Mission and Lincoln Elementaries? Research question one was answered via data collected from interviews with purposefully selected parents, teachers, administrators, social workers, and nurses. Analysis of interview data led to the identification of three themes which reflect stakeholders’ perspectives on chronic absenteeism at Mission and …

The Learning Crisis: Three Years After Covid-19, Tomasz Gajderowicz, Maciej Jakubowski, Alec Kennedy, Christian Christrup Kjeldsen, Harry Anthony Patrinos, Rolf Strietholt

Education Reform Faculty and Graduate Students Publications

The COVID-19 pandemic caused widespread disruptions to education, with school closures affecting over one billion children. These closures, aimed at reducing virus transmission, resulted in significant learning losses, particularly in mathematics and science. Using data from TIMSS 2023, which assesses fourth and eighth-grade achievements across 71 education systems, this study analyzes the impact of school closure duration on learning outcomes. Mixed-effect models estimate deviations from pre-pandemic trends, adjusting for demographic factors. Results show a global average decline of 0.11 standard deviations (SD) in student achievement, with longer closures linked to more severe losses. The effects on low performers, girls, and …

Wellbeing And Working Conditions In The Arkansas Teacher Workforce, Gema Zamarro, Josh B. Mcgee, Meredith Schellhase

Education Reform Faculty and Graduate Students Publications

• To better support a healthy teacher workforce, it is crucial to understand their job satisfaction, stress, and intentions to leave the profession.
• While most Arkansas teachers (86%) report being satisfied being an educator, we identify several potential areas for improvement.
• Teachers report that managing student behavior is their primary source of stress.
• Thirteen percent (13%) of teachers reported they plan to leave their current school.
• When asked why they were considering leaving their current school, teachers reported feeling unsupported, lacking influence over school policies, and insufficient planning time.
• Regular assessments of teacher well-being and job satisfaction can help us identify …