Dissertations

The purpose of this dissertation was to introduce the context and purpose of the research study. The study’s focus was on the perception of the elementary education profession and the prestige ascribed to classroom teachers working in public education by individuals outside the education system. The research questions were as follows: (1) What level of prestige is afforded to the elementary public school classroom teacher from the noneducator perspective? (2) To what extent do noneducators’ perceptions affect the level of job satisfaction among elementary public school classroom teachers? Themes found in literature supporting the research questions included the perceived devaluation of the education profession, professional training teachers receive, and potential impacts on prestige due to advancements in technology. In addition to levels of job satisfaction among teachers, review of literature also revealed potential factors leading to the teacher shortage that is prevalent among schools spanning the United States of America. Based upon the reviews of literature, the United States is currently experiencing a shortage of certified individuals willing to occupy teaching positions in public classrooms across the country (Sutcher et al., 2019). The literature hypothesizes the shortage is caused by potential reasons that include a decline in teacher preparation program enrollment, working conditions, teacher certification reciprocity limitations across states, teacher salaries, class sizes, pupil to teacher ratios, and high teacher attrition rates (Sutcher et al., 2019). Survey questionnaires were distributed to two people groups: noneducators and elementary public school teachers. Both people groups completed quantitative Likert scale surveys measuring participants’ perceptions and opinions regarding prestige afforded to the elementary education profession and job satisfaction among elementary teachers. Quantitative methodology was an appropriate method for this study because it allowed the collected data to be represented in numerical and statistical formats and portray any potential correlations clearly and comprehensively.

Trust is at a low point in American life regarding institutions in general but particularly the church. This study examined the relationship between a Southern Baptist pastor and the congregants that he serves. Specifically, a model was proposed in which perceived consistency between words and actions, perceived warmth, and perceived competence predict trust in the pastor from the congregation. To test this model, a quantitative study with a survey design was performed. A survey was created using a combination of instruments for authentic leadership, behavioral integrity, competence, warmth, and trust. The survey was distributed through digital mediums to Southern Baptist church attendees for completion. There were 347 completed surveys over a span of six weeks. After the data was collected, a stepwise multiple regression was performed to analyze the data. The results showed that both perceived consistency between words and actions and perceived warmth have a positive relationship with trust in the pastor. Perceived competence was statically significant when tested by itself against trust in a simple regression, but it was excluded from the model when controlling for perceived warmth and consistency. Consistency was the best predictor for trust, followed by warmth. Conclusions for this study include the importance for pastor-leaders to focus on consistency between their words and actions and warmth in their interpersonal relationships. Competence may be important for other outcomes, but it did not show to be as important for establishing trust as the other variables. Further research around consistency and warmth are also suggested as a model for consistency should be explored further in the field of leadership.

The authentic leadership theory acknowledges that leaders must advance their introspection to gain self-awareness, balanced processing, internal moral perspective, and relational transparency. Leaders may desire to lead effectively, yet modern leaders lack emotional intelligence, authenticity, and a vehicle to acquire (Northouse, 2019). Like authentic leadership, emotional intelligence is favored in leaders to include self-awareness, emotional management, empathy, and relationship management (Goleman, 1995). Much research surrounds emotionally intelligent competencies in leadership, but limited research targets behaviors for development. A look at psychology and counseling revealed that self-awareness, a standard competency in authentic leadership and emotional intelligence, is also the primary goal of professional counseling/psychotherapy (Guy, 2015). A purposeful confidential counseling relationship supports and encourages introspection to gain self-awareness, balanced processing, transparency, and empathy (Best, 2020; Lambert & Barley, 2001; Rogers, 1967). This qualitative participatory inquiry study explored how psychotherapy may meet authenticity challenges, emotional gaps, and leadership development through interviews with psychotherapists and leaders. (Baum et al., 2006; Moustakas, 1994; Norbert & Sauer, 2015; VanManen, 1990). Research revealed that an empathic, client-focused, and intentional psychotherapeutic relationship informs the goals of professional counseling, self-awareness, increased empathy, emotional regulation, and authenticity and are transferable to other relationships. The stigma of executive psychotherapy was explored, and professional help's role championed for well-being and leadership effectiveness. Future research may call for professional counseling to be corporately supported (Bloomberg & Volpe, 2019; Cresswell & Cresswell, 2018; Cresswell & Poth, 2018).

This dissertation investigates the influence of spiritual grounding on the practice of servant leadership among senior executives in publicly traded companies in the United States (U.S.). The research problem centers on the potential marginalization of individuals aspiring to practice servant leadership without spiritual grounding. The study aims to investigate whether spiritual grounding is foundational for servant leadership practice and to examine the relationship between servant leadership, spiritual grounding, and reliance on authoritative sources. Through a comprehensive review and analysis of existing literature, this research identifies a gap in understanding the role of spirituality and authoritative sources in servant leadership practices. The methodology involves a quantitative analysis of the relationship between spiritual grounding, authoritative sources, and servant leadership practices, utilizing data from senior executives in U.S. public companies. The results demonstrate a significant influence of spiritual grounding on servant leadership practices, indicating a strong link between an individual’s spiritual beliefs and their ability to practice servant leadership. The regression, Pearson correlation coefficient, and moderation analyses reveal that spiritual grounding plays a significant role in the practice of servant leadership among senior executives in publicly traded companies. The data indicates that personal spirituality and experiences are more influential in shaping servant leadership behaviors than traditional authoritative sources. These results align with existing literature that highlights the synergistic relationship between servant leadership and spirituality, emphasizing the importance of spiritual values in enhancing leadership practices. The regression analysis for the relationship between authoritative sources and servant leadership practice shows no significant positive influence of authoritative sources on servant leadership practice, with most p-values indicating non-significance, suggesting that while authoritative sources may influence spiritual grounding, they do not directly influence the practice of servant leadership among senior executives. This underscores the intricate relationship between servant leadership practices, spiritual grounding, and authoritative sources, offering additional insights for leadership development programs. This dissertation contributes to the broader discourse on servant leadership. Recommendations for further study include exploring alternative foundations for servant leadership and investigating the implications of these results for leadership advancement programs in diverse organizational settings. This research opens avenues for a more holistic understanding of servant leadership, emphasizing the role of innate service and care characteristics over spiritual or authoritative affiliation.

This study provides valuable insights into effective interagency collaboration strategies for supporting students experiencing homelessness. Through qualitative analysis, three overarching themes and seven sub-themes emerged, highlighting the importance of partnership building, support system enhancement, and addressing the complex needs of students experiencing homelessness. The findings underscore the crucial role of early relationship establishment, McKinney-Vento education, transparent communication, and shared information in maintaining and expanding partnerships. However, challenges persist, including discrepancies in definitions and misconceptions about homelessness, necessitating a more empathetic approach. Leadership engagement and culturally responsive practices are essential for navigating these challenges and fostering effective collaboration. By adopting a holistic approach and prioritizing the well-being of students and families, school and community organizations can better support the diverse needs of students experiencing homelessness and foster a more supportive and inclusive environment. Overall, this study underscores the significance of collaborative efforts and sustained commitment to assisting students experiencing homelessness in both school and community settings.

Play-based learning is an important part of developing the whole child emotionally, socially, physically, cognitively, and communicatively. Through play, children are allowed to explore, investigate, discover, think, solve problems, and communicate. The purpose of this study was to determine what early childhood teachers in public schools know and believe about the use of play-based learning in their classrooms and how these teachers perceive their administrator’s role in the use of play-based learning. This study used a mixed method approach to gather the perceptions of early childhood educators in seven different school districts through four counties. The sample included responses from 114 early childhood educators throughout the seven school districts. This study used a survey with Likert-type five-point scales and open-ended questions to gather the results from the participating teachers. The findings showed that the early childhood teachers believe that the use of play-based learning is important in the early years and would like to use it more often in their classrooms. The teachers also stated that they had three main barriers in the use of play-based learning: the rigor of the standards, the lack of time, and the lack of support from their administration.

This research study examined the relationship between school leadership style and the use of writing across the curriculum (WAC) in secondary classrooms. Writing practices and the use of writing as a form of assessment in subject areas other than ELA is thought to be a way to better prepare students to meet the literacy expectations of the 21st century. For writing practices to be integrated across the curriculum in secondary environments, school leadership support is essential. This study aimed to answer the following questions: How can school leaders in secondary educational settings support writing across the curriculum? What are the effects of writing on content area knowledge when used as a learning strategy in content areas across the curriculum? In secondary educational settings, is there a difference in how middle and high schools use WAC? This study used a qualitative case study analysis in the form of an open-ended questionnaire and semi-structured interview to gather data on school leadership style and the use of WAC. The participants are all from one district consisting of three middle schools and three high schools in a rural community in the Southeastern region of South Carolina. The data collected from this comparative-case study is comprised of data collected from administrators, instructional coaches, and teacher leaders. The data was evaluated, cataloged, and categorized to identify common terms and themes using grounded theory. Using a constant comparative method, the data was continually assessed which resulted in the identification of four clear factors in which the results are organized. Findings from this study provide information on the unique relationship between leadership and a teachers’ viewpoints and use of WAC practices.

Multiple researchers have explored avenues to achieve gender diversity in leadership, primarily by studying the barriers to success for aspiring women leaders. Despite barriers, a small group of women have risen to the top positions of US corporations, demonstrating that there is a path to success and highlighting an opportunity to address leadership diversity differently. Whereas most research on gender diversity in leadership focuses on the barriers women encounter, this qualitative phenomenological study focused on how women can succeed. By leveraging Bronfenbrenner’s ecological systems theory to explore systems that enabled a phenomenal group of women to advance to the C-suite, this study’s findings highlight paths to success for aspiring women leaders and opportunities for organizations to establish cultures that enable support, learning, and advocacy for women’s career advancement, thereby enhancing gender diversity in leadership.

In the era of emerging technologies in the 21st Century classroom, secondary English Language Arts (ELA) students may exhibit complications in navigating literacy in blended learning environments. The purpose of this research study focused on addressing a gap in the current literature in these specific areas to investigate the relationship between ELA teachers’ pedagogical practices and elements of secondary students’ learning motivation for ELA. Specifically, this study explored secondary ELA students’ perception of teachers’ classroom practices, self-regulated learning, and digital self-efficacy. The overarching research question in this study examined: What relationship exists between (a) the pedagogical practices of secondary ELA teachers in a blended learning environment and (b) student self-regulated learning and digital self-efficacy? Following an explanatory sequential mixed-methodology research approach (Creswell & Clark, 2017), this study collected quantitative self-report data. During Phase 1 data analysis results revealed compelling evidence of motivating effects of students’ perceptions of self-regulated learning, and digital self-efficacy in blended learning environments. Phase 2, semi-structured interview explored connections between teachers’ influential pedagogical practices in the blended classroom and student motivational constructs reported in Phase 1. Data mixing occurred between Phases 1 and 2 and also at the interpretation stage of data analysis, reported with a comprehensive description of categories and subcategories. The conclusions of this research study considered quantitative and qualitative data independently and together. Students’ perceptions of teachers’ pedagogical practices hold significant relationship to student perception of digital self-efficacy, self-regulation and engaged motivation for learning English in a blended classroom. Theoretical implications for secondary high school English education are described, within focusing leadership recommendations, considering pedagogical practices, and facilitating student self-regulated digital self-efficacy employment within the English blended learning environment. Implications for English teacher professional development, limitations of the study, and future research recommendations are also discussed.

This case study examined the school-based interventions used to determine a self-contained special education placement for a fourth-grade African American male student with an emotional disturbance disability. The study aimed to answer four research questions, which included the academic and behavioral school-based interventions provided to the student before a referral to special education evaluation, the perception of the student by the special education teacher and diagnostician, the role of the campus administrator in determining placement, and the parent's perception of the referral process. The study used a single case study research methodology and included four active participants. Data collection instruments included individual interviews and content analysis, including a review of academic records, special education records, discipline reports, and Multi-Tiered System of Support (MTSS) committee notes. The theoretical framework used was the Multi-Tiered System of Support (MTSS), and data was analyzed using Glaser and Strauss's (2017) constant comparative method. The findings revealed that upon entry into the school district, the student began receiving Tier 2 interventions. However, the infrequency of data collection, lack of progress monitoring, and inconsistent documentation of the duration and frequency of the interventions did not support the placement recommendation of the IEP team. Therefore, the study recommends in-depth training on implementing MTSS interventions and using data to support special education placement decisions. Additionally, the study supports the need for continued research using the data collected from implementing interventions to help IEP team members determine appropriate placements for African American students.