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 …

A Causal-Comparative Study On The Impact Of Digital Learning Competency Professional Development And Socioeconomic Status On Teacher Digital Self-Efficacy, Sabrina C. Steigelman

Doctoral Dissertations and Projects

The purpose of this quantitative study was to examine the relationship between teacher self-efficacy, participation in digital learning professional development, and the socioeconomic status of schools. A causal-comparative design was used to investigate how these variables influenced teacher self-efficacy in implementing digital learning strategies aligned with the International Society for Technology in Education (ISTE) standards. The sample included K-12 educators from public schools across North Carolina, representing both low and mid- socioeconomic school settings. Data were collected through a Qualtrics survey, which included the Technology Integration Confidence Scale Version 3 (TICS V.3) and a demographic questionnaire. A two-way ANOVA was …

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 …

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 …

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 …

Continuous Professional Development: A Case Study Of Foreign English Language Teachers’ Perceptions Of Professional Development In Colleges In Asia, Chance W. Phillips

Doctor of Education (Ed.D)

This qualitative case study investigated the experiences of college-level EFL/ESL teachers in Asia. The research sought to identify the gaps in professional development experiences influencing teachers to be better educators, meeting the needs of the English language learners in Asia. Additionally, the research identified how the professional development experiences, or lack thereof, of the college-level EFL/ESL teachers impacted their pedagogical strategies and professional practices. Despite the demand for English language education across Asia, foreign English educators often face limited institutional and administrative support, as well as unequal access to professional learning opportunities. Semi-structured interviews were conducted with foreign English language …

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 …

Creating Meaningful And Relevant Professional Development Using Improvement Science, Jo R. Wright

Theses and Dissertations

The problem of practice focuses on how to improve professional development. Using improvement science, a team of individuals at the school engaged in problem solving techniques to discover the underlying root causes of the problem. The improvement team was composed of administrators, instructional coaches, and teacher leaders who worked in different areas of the school. Collectively, these individuals felt passionately about growing the staff members through effective professional development. Exploring the professional development sessions teachers were attending on campus, there were visible indicators that teachers were not engaged nor were they participating. Unpacking the issue further, the improvement team uncovered …

K-6 Teacher Perspectives Regarding Pre-Covid-19 Digital Competencies Professional Development And Teaching During The Pandemic, Melissa Kay King

Student Theses and Dissertations

This dissertation investigates the impact of pre-pandemic digital competencies training on K-6 teachers’ preparedness for the rapid shift to remote and hybrid teaching during the COVID-19 pandemic. With the sudden transition to online education, teachers, particularly those with limited technological experience, faced challenges in adapting to new digital environments. The purpose of this study was to explore how pre-pandemic training influenced teachers’ ability to effectively teach in these novel settings and identify the strategies they employed to overcome obstacles. The study was guided by sensemaking theory, which posits that individuals interpret new experiences based on their prior knowledge and existing …

Bringing Life To Our Mission And Vision: A Problem Of Practice, Jessica Preisig

All Dissertations

This study leveraged principles of improvement science and a mixed methods approach to evaluate the impact of an intentionally designed professional learning cohort for teachers. The intended aim of this study was to equip teachers with the knowledge, skills, and self-efficacy necessary to effectively utilize instructional technology to meaningfully engage all learners. As one part of a collaborative dissertation in practice, this study explored the broad impact of teachers’ participation in a cohort implementing the seven elements of effective professional development (Darling-Hammond et al., 2017) and framed around the ISTE Standards for Educators (Crompton, 2017). The companion study (Britton, forthcoming) …

Bringing To Life Our Mission And Vision: The Role Of Professional Development In Instructional Technology, Katherine I. Britton

All Dissertations

Despite improved access to digital tools and increased demand to prepare students for the 21st-century workforce, K-12 educators still have difficulty balancing technology, pedagogy, and content in the classroom. In the rural school district of Pleasant County, there is variation in the utilization of instructional technology to engage students as content creators, collaborators, critical thinkers, and communicators. This problem was substantiated as evidenced by the study of the Effective Learning Observation Tool, which identified the domain of engaging, learning-centered instruction as an area of opportunity for the district, with the lowest score in digital learning (Cognia, 2023). In this study, …

A Case Study Of The Perceived Support Needs Of Community College Faculty, Ramona C. Shelton

Electronic Theses and Dissertations

This qualitative case study explored the perceptions of community college faculty members in Tennessee regarding the supports they feel they need to be successful academicians both inside and outside of the classroom. Thirteen faculty members participated in the study, representing the 4 faculty ranking categories at the institution: adjunct/part-time, new full-time, junior/untenured, and senior/tenured. Interviews were semi-structured to allow the participants the opportunity to share their honest experiences on what support needs they have, how those needs have been met, and what support areas they expect to emerge in the future. Four academic administrators also participated in the study in …

Professional Development Among Special Education Paraprofessionals: A Transcendental Phenomenological Study, Brandi A. Dejesus

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the professional development experiences of special education paraprofessionals in two public school divisions in Virginia. The theory guiding this study was Knowles’ adult learning theory as it serves as a framework for understanding the key characteristics of professional development and adult learning. The central research question for this study was: What are the professional development experiences of special education paraprofessionals in two public school divisions in Virginia? In this phenomenological study, 10 participants engaged in interviews, focus groups, and letter-writing opportunities to share their experiences and perceptions. Participants’ responses were …

Building A Collaborative Culture Among A Remote Staff In K-12 Virtual Schools, Jamie L. Droegemeier

Student Theses and Dissertations

The rise of full-time virtual K-12 schools presents unique challenges for administrators in cultivating a collaborative staff culture among remote staff members. Collaboration among educators is essential for trust, professional development, and student achievement; however, existing research primarily focuses on traditional school settings. The problem addressed in this study is the difficulty K-12 virtual school administrators face in fostering collaboration among staff who work in different locations, potentially affecting instructional quality, job satisfaction, and student outcomes. The purpose of this qualitative, phenomenological study was to identify the best practices K-12 virtual school administrators had implemented to build a collaborative culture …

Developing Full Performance Interpreters: Cultivating Interdisciplinary Mindsets And Skillsets To Engage Audiences In Climate Change, Women's History, And Other Contested Heritage Topics, Delia A. Lister

Dissertations

Heritage sites immerse visitors in places where the impacts of climate change are readily apparent. They are also powerful places to elevate untold stories of women and girls. Heritage site interpreters interact daily with audiences who bring diverse lived experiences, different levels of subject matter knowledge, and multiple perspectives on climate change and the role of women in history. Every visitor interaction has a set of meanings, values, and narratives that visitors knowingly or unknowingly espouse. To interpret contested heritage topics, such as climate change and women’s history, interpreters must cultivate interdisciplinary mindsets and skillsets. The purpose of this basic …

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 …

From Theory To Practice: How Job-Embedded Professional Learning Labs Support Implementation And Application, Megan Kortlandt, Samantha Keesling, Asha Williams, Jay Haffner

Michigan Reading Journal

Educators in any role know that supporting application of new learning is critical. Classroom teachers ground their instruction in the gradual release of responsibility, problem-based learning, and other frameworks that support students in taking on new learning themselves. Similarly, it’s long been understood that, in order for professional learning to be effective for adults, it must support educators in transferring new learning to practice (Darling-Hammond et al, 2017). Yet most professional learning frameworks still involve large groups that often take place in settings removed from the students and settings where educators apply the learning. Though they may ask participants to …

From Insights To Action: Implications And A Professional Development Framework For Early College High School Teachers, Angelica Sanchez, Kenyetta Martin, Kelly Brown

School Leadership Review

The purpose of this phenomenological study was to explore the experiences of Early College High School (ECHS) adjunct instructors teaching dual enrollment college courses in a southern region school district. Through interviews with ten ECHS adjunct instructors, the study examined the factors contributing to their success, their professional development needs, and the challenges they faced in teaching dual enrollment courses. Findings of the study were that ECHS adjunct instructors succeed when they provide strong student support, maintain open communication, demonstrate flexibility, and actively engage students. The study highlighted the need for comprehensive training in learning management systems, curriculum design, and …

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 …

Teacher Support And Professional Development Needs In A New Virtual Academy, Joshua Young

All Dissertations

ABSTRACT

As the need for virtual learning options for K-12 public students rapidly grew in large part as a response to COVID-19, Foothills Virtual Academy^[1] (FVA) has developed as an option for online learning for students enrolled in the School District of Foothills County^[2] (SDFC), a district of approximately 16,000 students located in South Carolina. This educational program offers families the option for their students to become full-time virtual students while still remaining enrolled as a student in SDFC. This program features instructional programs specifically tailored for each age and grade level and features a mixture of synchronous …

Non-Esl High School Teachers’ Instructional Training And Professional Development Needs And Their Emergent Bilingual Student Classrooms, Brynn E. Caddell

Electronic Theses and Dissertations

The U.S. emergent bilingual student population continues to grow and is projected to increase nationwide. The growing population of students has specific academic and social needs that need to be addressed and provided for emergent bilingual students to be successful. This qualitative case study examined the instructional needs of high school non-English as a second language (ESL) teachers who serve emergent bilingual students and how the district can support the instructional practices of high school teachers in an urban school district in Texas. The problem addressed in this study was the lack of instructional training and professional development for secondary …

An Analysis Of The Mental Health Of Private School Teachers, Caitlin R. Frederick

Leadership Education Capstones

This capstone study investigates the mental health of private school teachers, focusing on how access to professional development resources and support systems influences their well-being. Grounded in Maslach and Jackson’s Burnout Theory, the research explores emotional exhaustion, depersonalization, and diminished personal accomplishment as critical components of teacher burnout. A mixed-methods approach was used, incorporating pre- and post-surveys alongside a mental health presentation delivered to staff at a small Christian school in Minnesota. Of the 45 invited participants, 26 reported implementing new strategies—such as gratitude practices and emotional regulation—into their personal and professional lives. Findings reveal that while professional development can …

Empowering Educators, Transforming Futures: An Explanatory Multiple Case Study Of The Smou Schools In Saudi Arabia, Hana Ali Alzandi Alghamdi

Electronic Theses and Dissertations

Saudi Arabia’s Vision 2030 emphasizes educational reform as a critical pathway for national development, highlighting the role of educators in fostering student success. The Smou program, a professional development initiative, seeks to enhance the instructional and leadership capacities of school leaders and teachers in elementary public schools. This study explores how school leaders navigate their role in supporting teachers’ application of Smou program strategies and how teachers perceive their preparation for implementing these strategies in their instructional practices. Using an explanatory multiple case study approach, the research explores two elementary schools in the Mecca region—one high-performing and one low-performing—selected based …

Lived Experiences Of High School Teachers' Professional Development Post-Covid-19 Pandemic In Rural Georgia: A Transcendental Phenomenology Study, Jesse Regalado

Doctoral Dissertations and Projects

The purpose of this phenomenological study is to describe the lived experiences of high school teachers' professional development post-COVID-19 pandemic in rural Georgia, U.S.A. The theories guiding the research are Piaget's theory of disequilibration, addressing how one accommodates and assimilates to adapt to change, and Festinger's (1957) theory of cognitive dissonance, explaining how one adapts, assimilates, and accommodates to avoid disharmony. The study's central question is, what are high school teachers' perceptions on the practical or academic professional development they received post-COVID-19 pandemic in rural Georgia, United States, used to promote leadership, teaching mastery, or pedagogical practices? This study utilized …

School Principal Professional Development: A Case Study Of A Texas Rural School District, Deborah Wills Covault

Electronic Theses and Dissertations

The purpose of this study was to describe professional development experiences in one rural school district in Texas as perceived by the campus administrators. Existing research has implied a disconnect between preparation programs and campus administration practices. Rural school administrators experience a lack of access to professional development opportunities throughout the school year due to the distance of their community to urban cities hosting training opportunities, funding, and school leadership infrastructure. Due to the increase in federal, state, and local demands, the role of the educational leader has become more complex as the demand for administrators to recruit and retain …

An In-Depth Interview Study On Needed Professional Development For Assistant Principals Within One Rural School District In North Carolina, Jeffery N. Webb

Doctor of Education Dissertations

The purpose of this interview study was to gain better insight and understanding into what professional development is needed for assistant principals to be successful in the principalship. During this study, 17 participants were interviewed across three different groups: central office administrators, principals, and assistant principals within one rural school district. Based on the three different groups interviewed, the data provided that the perception is that assistant principals need more development in budget/finance, K-12 curriculum knowledge, school improvement, evaluations/observations, day-to-day operations, policy/law, curriculum/instruction, and professional development. It was determined that professional development in those areas needed to be continuous throughout …

A Qualitative Study: Supports Enabled By K-8 School Leaders To Bolster The Success Of Teachers In Their Mathematics Departments, Elizabeth A. Mercurio

Theses and Dissertations--Educational Leadership Studies

Despite decades of national policy efforts and reforms, mathematics achievement in public education in the United States, particularly in urban areas, remains persistently low, underscoring the critical need for effective leadership and targeted professional development to maximize student learning. There is limited research on the leadership approaches of building-level school leaders who have effectively strengthened mathematics departments and enhanced teacher capacity to improve student achievement. This qualitative study employed semi-structured interviews with building-level school leaders who have demonstrated success in fostering highly effective mathematics instruction to examine the leadership styles of effective urban school leaders and their use of professional …

Connecting Principals To The Implementation Of A Multi-Tiered System Of Support, Douglas L. Rose

Doctor of Education Dissertations

The purpose of this explanatory sequential mixed methods study was to examine the implementation of a multi-tiered system of support (MTSS) through the lens of secondary school administrators following professional development. The professional development was chunked and spread over time following the principles of Cognitive Load Theory (Sweller, 2010) to expand understanding of MTSS implementation. Following the professional development, 25 administrators completed a 42-question survey. Ten secondary administrators completed an 11-question interview to expand on the results of the survey. The culmination of results from the quantitative survey, qualitative interviews, and literature provided insight into the practices that increase administrator …