Teacher Education and Professional Development Commons^™

Black Excellence By Design: A Critical Framework For Transforming K–12 Education, Darnell T. Williams

Educational Studies Dissertations

This dissertation examines Black Excellence as a historically grounded, culturally situated, and politically consequential construct in K–12 education. Using constructivist grounded theory and a critical analytic lens informed by Black Feminist Thought, BlackCrit, Critical Race Theory, and Decolonial Theory, this study examines how Black Excellence is defined, enacted, and protected by Black educators, school leaders, and district-level administrators working within racially stratified and ableist educational systems. Drawing on in-depth interviews and constant comparative analysis, the findings conceptualize Black Excellence not merely as academic achievement, but as a relational, cultural, and political practice sustained through what this study theorizes as Protective …

Built For This: An Autoethonographic Study Of A Journey Through Leadership Rooted In Reflection, Resilience, And Reinvention, Weslie Etienne

Educational Studies Dissertations

This qualitative autoethnographic study examined how leadership was experienced, enacted, and sustained by a Black woman navigating district-level leadership within predominantly White institutional contexts. Grounded in Critical Race Theory, Intersectionality, and Black Feminist Thought, this research centered lived experience as a site of knowledge production and employed longitudinal journaling and artifact analysis to capture leadership development as a temporal, relational, and embodied process. The study was guided by three research questions: (1) How did race, gender, and institutional structures shape leadership development and experience? (2) How were leadership identities constructed, negotiated, and sustained through self-authored narratives? and (3) How could …

Exploring Catholic School Teachers' Perceptions Of Factors That Support Longevity: A Qualitative Study, Kelly A. Koval

Seton Hall University Dissertations and Theses (ETDs)

John Staud, the executive director of Alliance for Catholic Education (2022) stated, “The greatest crisis facing Catholic education, and education in general, is the recruitment and retention of talented and committed teachers and leaders for our schools.” Thus, the purpose of this qualitative study is to illuminate and explore the practical experiences of teachers who have longevity in Catholic schools with respect to their perceived needs, challenges and support in the mid-to-later years of their career path. Through the lens of self-determination theory, this study aims to describe the internal and external factors that teachers describe as “playing a role” …

They Don’T Care About Us Here! The Intersectionality Of Implicit Bias, Stereotype Threat, And The Need For Culturally Sustaining Pedagogy, Louis D. Blair

Education Doctorate Dissertations

This qualitative case study examined how teachers engage in critical self-reflection of implicit bias and how that process influences their pedagogical awareness and classroom practices. Grounded in the Implicit Bias Theory, Adult Learning Theory, Transformative Learning Theory, and Culturally Sustaining Pedagogy, the study utilized the Harvard Implicit Association Test (IAT), reflective journaling, and engagement with the book Despite the Best Intentions: How Racial Inequality Thrives in Good Schools, to explore shifts in three participants’ beliefs and instructional approaches. Data sources included pre- and post-survey responses, IAT reflections, and ongoing journal entries, and semi-structured post-study interviews which were analyzed thematically. Findings …

Standardized Elearning Debriefing Module Effects On Undergraduate Nursing Student Resilience And Coping: A Feasibility Study, Kelsey D. Miller

Doctor of Nursing Practice Projects: College of Nursing

Background: Undergraduate nursing students experience stressful clinical situations that may influence learning, emotional well-being, and practice readiness. Structured debriefing provides an avenue for reflective processing; however, variations in debriefing practices can reduce effectiveness. This program evaluation examined the effect of a faculty-developed, standardized eLearning debriefing module on resiliency and coping among BSN students.

Method: A quasi-experimental, one-group pre-test/post-test design was implemented with junior and senior students during clinical rotations. Faculty completed the module and facilitated standardized debriefings. Student resilience and coping were measured using the Connor‑Davidson Resilience Scale and the Brief Resilient Coping Scale.

Results: Twenty-one students completed baseline surveys, …

Enhancing K-2 Teacher Effectiveness In Reading Instruction: An Improvement Inquiry Into The Roles Of Self-Efficacy, Growth Mindset, And Evidence-Based Practices, Kellie F. Dawson

Electronic Theses and Dissertations

School districts across the United States have increasingly adopted structured literacy initiatives in response to growing concerns about early reading outcomes and policy mandates grounded in the science of reading. Despite substantial investments in professional development, less is known about how teachers experience implementation demands within authentic classroom contexts. This improvement study examined how evidence-based professional development influenced K–2 teachers’ self-efficacy, the barriers teachers encountered during structured literacy implementation, and the supports teachers perceived as most critical for sustained instructional change within Eagle Stone School District.

Grounded in Bandura’s Self-Efficacy Theory and Dweck’s Mindset Theory, this qualitative study explored teachers’ …

Examining The Learns Act And Its Effect On Teachers' Pursuit Of Advanced Degrees In Arkansas, Demetre Calhoun

ATU Theses and Dissertations 2021 - Present

The focus of this study was to examine the relationship between the Arkansas LEARNS Act and public-school teachers’ choices on their intent to pursue an advanced degree. The results provide insight into the potential impact of changes to the salary structure and financial incentives for completion of an advanced degree and the implications for teachers, school districts, and higher education programs.

The results indicated that while salary considerations were significant factors for teachers in their thinking about advanced degree completion, professional goals and career plans for teachers were ultimately the guiding factors. This suggests that compensation reform will not sufficiently …

The Impact Of The Science Of Reading Initiative On Reading Test Scores Among Rural Elementary Students In Arkansas, Julie A. Ferguson

ATU Theses and Dissertations 2021 - Present

This study examines changes in reading achievement among rural elementary students in Arkansas following the statewide implementation of the Science of Reading initiative. Beginning in 2019, Arkansas required educators in kindergarten through sixth grade to receive training in evidence‑based literacy practices emphasizing phonemic awareness, phonics, fluency, vocabulary, and comprehension. Despite these efforts, rural districts continue to face challenges related to staffing, access to professional development, and instructional resources, raising questions about whether statewide reforms have produced measurable improvements in reading outcomes.

Using a quantitative, longitudinal, quasi‑experimental design, this study analyzes ACT Aspire reading assessment data collected from rural Arkansas schools …

Is The School Environment The Leading Cause Of The Rise In Burnout Rates Among Tenured Teachers?, Jazalyn A. Brown

Honors College Theses

Teacher burnout has become an increasingly significant issue within the field of education, affecting not only teachers themselves but also the learning environments within schools. Many educators face growing pressures, including overwhelming workloads, limited resources, and a lack of consistent administrative support, which can lead to emotional exhaustion and frustration over time. As more teachers report experiencing burnout or leaving the profession altogether, it becomes increasingly important to better understand the factors that contribute to this issue and how schools can respond to it. This thesis explores how school environments and leadership practices influence teacher burnout and why stronger support …

Unmasking Barriers: A Critical Examination Of Systemic Challenges Facing Bipoc Pre-Service Teachers, Nia V. Fratrik

Education Doctorate Dissertations

No abstract provided.

Educator Perception Of Principal Leadership For Developing Teacher Self-Efficacy In Inclusive Education, Jessica L. Jones

All-Inclusive List of Electronic Theses and Dissertations

This quantitative study explored general education teacher perceptions of the most impactful principal leadership actions for developing teacher self-efficacy for the education of students with disabilities in inclusive classrooms and schools. An Inclusive Leadership Practices survey was developed by the researcher using qualitative research from Whybrew (2018), the Essential Best Practices in Inclusive Schools Tool (Jorgensen et al., 2012), and leadership research by Hitt and Tucker (2016). General education teachers with experience teaching students with disabilities in inclusive classrooms who chose to participate in this study completed the survey as a measure of their perceptions on inclusive leadership practices. They …

We Are Still Here: A Narrative Inquiry Examining The Experiences Of Black Women Chief Diversity Officers At Historically White Institutions, Jasmin M. Robinson

All-Inclusive List of Electronic Theses and Dissertations

This qualitative study explores the lived experiences of Black women serving as CDOs in higher education institutions to understand their unique challenges, opportunities, and contributions as diversity leaders. The study uses a narrative inquiry approach, comprising of in-depth, semi-structured interviews, observations, and document analysis to understand how six Black women CDOs lead DEI efforts at historically White institutions, what their identities mean to them, and the lessons learned along the way. Eight core themes emerged from the findings addressing institutional commitment to DEI, institutional perceptions of CDOs, chief diversity officer responsibilities, how Black women understand their race and gender, how …

Application Of The Mattering Model By Generation In The Context Of Teacher Retention In Indiana K-12 Schools, Byron C. Sanders Ii

All-Inclusive List of Electronic Theses and Dissertations

When teachers see their actions as significant and recognize they would be missed if they were gone, they realize the significance of their individual impact (Wilfong & Donlan, 2024). Understanding what matters to teachers is an important factor in the process of teacher retention. This study examined the difference in four generations of Indiana K-12 teachers against the eight elements of mattering identified by Dr. Shelly Wilfong (2021). A survey instrument utilized the Foundational Elements of Mattering Survey for K-12 Teachers (Wilfong & Donlan, 2024) and the Rotter Internal-External Locus of Control Scale survey (1966a), and it was taken by …

Exploring The Impact Of University-Recognized Spaces On Racial Battle Fatigue Among Black Faculty & Staff At Historically White Institutions, Tiffany M. Courseault

LSU New Orleans Theses and Dissertations

Black Faculty and Staff (BFS) at Historically White Institutions (HWIs) navigate environments shaped by racial microaggressions, systemic inequities, and institutional marginalization. These conditions contribute to Racial Battle Fatigue (RBF), a psychological, behavioral, and physiological response to sustained exposure to racialized stress. While institutional Diversity, Equity, and Inclusion (DEI) initiatives are often positioned as mechanisms for improving campus climate, existing research suggests they frequently fail to address the lived realities of BFS. This study examined how university-recognized communal spaces function as critical sites of support, resistance, and mitigation within these environments.

Using a narrative inquiry methodology, this study explored the lived …

What We Want The Decision Makers To Know About First-Generation College Student Success: Insights From Students’ Perspectives, Monique N. Legendre

LSU New Orleans Theses and Dissertations

One-third of all undergraduates in the U.S. are first-generation college students (FGCS) (Center for First-Generation Student Success, 2020). Due to barriers such as inequitable access to rigorous college preparatory programs and coursework, limited resources and access to college and career counseling, financial constraints, and a lack of college knowledge such as the expectations, norms, and language of higher education, FGCS often arrive less prepared for college than continuing-generation students, impacting first-generation student success and persistence in post-secondary education (Broadhurst et al., 2023; Campoverdi, 2023; Cataldi et al., 2018; Hamilton et al., 2016; Katrevich & Aruguete, 2017; Osborne, 2023; Pratt et …

Why Do Teachers Leave? Investigating Teacher Attrition In A New Orleans Charter School: A Qualitative Phenomenological Case Study, Carlos J. Machuca Rivera

Electronic Theses and Dissertations

The purpose of this phenomenological case study was to investigate the lived experiences of former teachers who worked at Goodlife Academy (GLA), a charter school in New Orleans, Louisiana, between 2019 and 2025, with particular attention to how teachers experienced job satisfaction and job dissatisfaction and how those experiences influenced their decisions to leave Teacher attrition—defined as educators leaving their school or the profession—has been associated with factors such as burnout, inadequate support, low compensation, and persistent challenges in addressing achievement gaps. Although these factors are well documented in the literature, many existing studies rely on quantitative methods and focus …

Building Bridges: Evaluating Teacher Preparation And Program Activation Of Ethnic Studies In California’S K-12 High Schools Through An Autoethnography, Jose Aguilera-Lopez

Electronic Theses, Projects, and Dissertations

This study examines the lived experiences of secondary Social Science educators teaching Ethnic Studies in the early stages of program activation, with particular attention to the challenges that are often invisible to policymakers, institutions of higher education, and K-12 school districts. Using an autoethnographic approach, the research examines key elements of Ethnic Studies Program Activation, including infrastructure support, capacity building, professional development led by experienced Ethnic Studies practitioners, and teaching with fidelity. The findings aim to provide actionable guidance for educators and district leaders to support new Ethnic Studies teachers at the secondary level and to inform leadership teams at …

The Influence Of Intervention Strategies On Students With Disabilities Who Exhibit Challenging Behaviors In Rural Public Schools: Teacher Perceptions, Ben B. Robertson

Electronic Theses and Dissertations

This phenomenological qualitative study addressed rural teachers' perceptions of the influence of intervention strategies on students with disabilities who exhibit challenging behaviors. The purpose of this study was to examine teachers’ perceptions of the effect of intervention strategies on academic achievement, student behavior outcomes, and teacher self-efficacy through the lens of Bandura’s Social Cognitive Theory. This theory is a complex, dynamic interaction among people, their behaviors, and their environments. Data collection included 14 individual interviews, conducted on Zoom with educators from one school district in Southern Virginia, including seven general education teachers and seven special education teachers. Data analysis strategies …

The Intersection Of Dark Triad Leadership And Organizational Commitment: Examining The Efficacy Of Educational Intervention Among K–12 Central Office Peer Leaders, Monica R. Shallenberger

Electronic Theses and Dissertations

The intersection of toxic leadership traits and workplace loyalty remains a critical area of study within educational administration. The purpose of this quantitative, quasiexperimental study was to examine whether a targeted educational intervention, an asynchronous online minicourse focused on the dark triad leadership traits of Machiavellianism, narcissism, and psychopathy, influenced the organizational commitment of U.S. K–12 central office peer leaders. This study addressed a gap in the literature regarding proactive strategies for peer leaders, defined as coworkers in leadership positions who are not in supervisory roles over the toxic leaders. I employed a one-group pretest and posttest design to measure …

Navigating The Shift: Supporting Health Sciences Faculty Transitioning From Industry To Asynchronous Online Education, Joshua D. Snyder

Electronic Theses and Dissertations

This qualitative exploratory study examined how new online instructors in the health sciences division of a North Texas community college experienced institutional onboarding and professional development as they transitioned from industry roles into asynchronous online teaching. As community colleges expand online instruction to meet the needs of nontraditional learners, many health sciences faculty enter academic roles with strong clinical expertise but limited preparation in online pedagogy. Guided by the community of inquiry framework and self-efficacy theory, this study explored instructors’ perceptions of their preparedness for asynchronous teaching; the instructional challenges they encountered, particularly related to student engagement; and the types …

Cultivating Digital Belonging: A Phenomenological Study Of Black Male Students’ Experiences In A Title Three Online Student Support Hub, June Paulette Rogers

Education Doctorate Dissertations

This qualitative phenomenological study examined how Black male students at a public community college experienced digital belonging through a Title Three–funded Online Student Support Hub. Instead of focusing on broad institutional outcomes, the study centered on students' personal experiences. It investigated how students felt seen by staff, how relevant cultural references were integrated, and how quickly and thoughtfully the institution responded. Data came from nine participants through semi-structured interviews, reflective journals, and review of key documents. Through analysis, the study identified four key themes: building personal relationships, obstacles and feelings of separation, efforts to make digital support more personal, and …

At The Intersection Of Policy, Mission, And Student Needs: How New Mexico Higher Education Professionals Make Transfer Decisions, Roberto P. Vasquez

Teacher Education, Educational Leadership & Policy ETDs

Transfer is a critical step for community college students pursuing a bachelor’s degree, yet it remains a complex and inconsistent process. Transfer research highlights tensions related to student experience, institutional mission, and state transfer policy that higher education decision-makers must navigate.

This qualitative study examined how New Mexico higher education decision-makers experience these tensions in practice. Using narrative inquiry, thematic analysis was conducted on interviews with purposively selected decision-makers. Decision-maker stories were interpreted through a Critical Leadership Theory lens, examining how power, discretion, and institutional context shape transfer practices.

Findings indicate that policy is unevenly enacted, with institutional discretion significantly …

Students’ And Teachers’ Perceptions Of The Impact Of I-Ready On Students’ Math Achievement, Tanisha L. Wright

Dissertations

This semester-long qualitative study included semi-structured interviews to gather ideas, opinions, and impressions (perceptions) regarding the i-Ready Program, a computer-based solution used to address students’ math deficiencies.  The researcher interviewed three teachers who volunteered to participate. These teachers had at least five years of teaching experience and at least two years of i-Ready use. The researcher also interviewed eight students with varying learning abilities. Parental consent was obtained to conduct the interviews.

Although this program is very popular and used in multiple school districts, this research aims to determine whether it is the best solution for our school district in …

Teaching In The Age Of Artificial Intelligence: A Hermeneutic Phenomenological Study Of Teachers' Lived Experiences, Nicholas Ricks Harris

All Graduate Theses and Dissertations, Fall 2023 to Present

Artificial intelligence (AI) is rapidly changing education, creating new opportunities for teaching and learning while also raising challenges for teachers. Although schools are encouraging the use of AI, little is known about how teachers experience this transition or how it affects their professional roles. This study explored teachers’ lived experiences as they begin working with AI, using a phenomenological research approach to understand both what they encounter and how they make sense of those experiences. Through interviews with teachers who have recently engaged with AI in their practice, the research identifies themes that reveal opportunities, challenges, and shifts in professional …

Exploring Teachers’ Lived Experiences: The Impact Of Wellness On Student Engagement And Behavior In Third-Grade Classrooms, Tiffany L. Jackson

Dissertations

This qualitative phenomenological study explored teachers' lived experiences implementing student wellness initiatives in the classroom and examined their views on how these initiatives affected student engagement and behavior. In this study, participants had the opportunity to express their views on implementing wellness practices in the classroom and on how these initiatives impacted student engagement and behavior. The research was guided by theoretical frameworks related to wellness, emotional and social intelligence, and relational perspectives. Semi-structured one-on-one interviews were the primary data source, and interview notes will serve as secondary data. This study addressed three research questions: (1) What are teachers' lived …

One Faculty, One Mission: A Unified Faculty Model For California Community Colleges, Debbie Klein

Journal of Collective Bargaining in the Academy

This article advances a unified, non-tiered faculty model as essential to fulfilling the mission of the California Community Colleges (CCC) system. Although the system is charged with realizing open access and educational equity, nearly 70% of faculty serve in part-time or contingent roles—often without proportional compensation, institutional stability, or meaningful participation in governance. Drawing on research demonstrating that faculty working conditions shape student learning conditions, the article argues that structural employment inequities undermine the system’s democratic promise. Situating the proposal within national “One Faculty” efforts and recent legislative attention to pay parity in California, it demonstrates that reform is both …

Reducing Challenging Behavior Through Classroom Management Techniques In The Early Childhood Classroom, Mayra Moreno

Masters Projects

This literature-based project examines the impact of challenging behavior on student learning and evaluates the effectiveness of preventative classroom management strategies. Challenging behaviors include aggression, disruption and withdrawal, negatively affect the learning environment by decreasing student engagement, increasing teacher stress and burnout, and contributing to a less supportive classroom climate. Grounded in Piaget’s Theory of Cognitive Development and Vygotsky’s Zone of Proximal Development, this project emphasizes the importance of developmentally appropriate practices that support both cognitive and social-emotional growth. Included are preventative classroom management techniques aimed at reducing challenging behaviors. Key strategies include maintaining a 5:1 ratio of positive to …

Testimonios De Una Estudiante De Doctorado: Regaining Joy In Graduate School Through Research-Practice Partnerships, Sophia Piral Lee

The Qualitative Report

Through an epistolary critical autoethnography and Latina and Chicana feminist framework, I explore the question of how international graduate students of color can overcome cultural, linguistic, ethnoracial, and social class isolation on predominantly white campuses and in college towns. By writing a letter to my mother (one of my methods for survival in academia), I share my challenges as a Guatemalan, first-time mom, first-generation college student, international student, and non-English native speaker in graduate school during and after the COVID-19 pandemic. At the same time, this writing helps me recognize how I overcame my isolation and regained my joy and …

Urban And Suburban Teachers’ Perceptions Of Burnout In The Post-Covid19 Era: A Mixed Methods Dissertation In Education, Dylan Rossin

Graduate Theses & Dissertations

The Covid-19 pandemic fundamentally altered the professional demands placed on K–12 teachers, intensifying concerns related to occupational burnout. This mixed-methods study examined urban and suburban public school teachers’ perceptions of burnout in the post–Covid-19 era, with particular attention to emotional exhaustion, depersonalization, and personal accomplishment. Grounded in Maslach’s theory of burnout, the study sought to determine whether differences existed between urban and suburban teachers’ burnout experiences and to explore educators’ perspectives on factors contributing to burnout following the pandemic.

Participants included full-time public K–12 teachers in Pennsylvania with a minimum of three years of teaching experience. Quantitative data were collected …

Retaining Teachers In High-Need Schools, Myram Chapman Brady

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Myram Chapman Brady on April 9, 2026.