Dissertations

Many aspects of a student teacher’s clinical year help determine their success in the future. Understanding the lived experiences of both cooperating teachers and student teachers is essential to understanding the dynamics of that relationship and how district-university partnerships foster an environment of mentoring and support. This study aims to understand and evaluate the lived experiences of cooperating teachers and their student teachers during the clinical year. This study focuses on understanding the cooperating teacher-student-teacher relationship and how mentoring does or does not happen in that relationship. For this study, the problem is selecting cooperating teachers and the lack of mentor training offered to cooperating teachers before hosting a student teacher in their clinical year. This study’s research questions include: 1. What is the expectation of cooperating teachers in clinical year? 2. What is the expectation of student teachers in clinical year? 3. What is the process for selecting and training cooperating teachers for clinical year? The method employed for this study is phenomenology, a rigorous approach that delves into the lived experiences of the participants. Purposive selection, a method that relies on the researcher's sound judgment to choose participants based on a specific criterion, is used for this study. The participants for this study comprise nine cooperating teachers and their student teachers, each representing elementary, middle, and high school. The cooperating teachers are from over five districts in a southeast state, while the student teachers are from a small private university in a southeast state. Key Terms: Cooperating teacher; student teacher; mentor; clinical; district-university partnership; training; phenomenology; lived experiences.

The persistent gaps in student achievement, particularly in the context of discipline-specific literacy skills, across public schools in the United States continue to widen. With a focus on South Carolina, this study investigates how professional development efforts have sought to address these gaps and enhance literacy instruction. Despite many initiatives, testing scores and teacher perceptions reveal limited progress in literacy outcomes. The study discusses a key challenge: the lack of substantial literacy instruction beyond English language arts (ELA) classes, resulting in a growing disparity between literacy mastery and the current reality. The research acknowledges the existence of literacy-focused professional development efforts for educators but highlights the resistance and perceived unpreparedness of teachers from various disciplines in integrating discipline-specific literacy practices. The study's purpose is to explore middle-level teachers' attitudes towards incorporating disciplinary literacy instruction in non-ELA classrooms, examining the challenges, benefits, and disparities across subject areas. Additionally, the impact of disciplinary literacy professional development on teacher attitudes is investigated. This qualitative collective case study employs a cross-case analysis to compare the attitudes of teachers from different disciplines, aiming to uncover variations and insights. Recognizing the significance of teacher attitudes in curriculum success, the research contributes to a deeper understanding of the factors influencing teachers' engagement with new instructional frameworks. The study provides essential context for understanding the challenges and opportunities associated with incorporating disciplinary literacy practices in non-ELA classrooms. By delving into teachers' attitudes and perceptions, the research aims to shed light on the complexities of improving literacy outcomes across various subject areas and offers insights to inform educational policy and practice. This study highlights the critical need to bridge the gap between literacy instruction and subject-specific content, emphasizing the importance of understanding teachers' attitudes and challenges in achieving this integration.

Pauline Echoes in the Preaching and Activism of Francis James Grimké (1850–1937): Confronting Ethnic Prejudice through an Evangelical Emancipatory Homiletic examines how Grimké’s sermons and public discourse, rooted in the proclaimed and embodied gospel of Jesus Christ and resonant with the Apostle Paul’s hermeneutic and pastoral heart, addressed social injustices—particularly ethnic prejudice—through a distinct, socially conscious homiletic. This research defines Grimké’s unique homiletic as an Evangelical Emancipatory Homiletic (EEH), a term coined here to convey the gospel-centered, contextually aware nature of his ministry. Framed within the practical theology of homiletics, this study illustrates how Grimké’s EEH incorporated textual and thematic “echoes” of Paul to foster personal transformation and communal reconciliation. Grimké’s preaching of the gospel and embodiment of its indicatives is posed as the ultimate means for addressing ethnic prejudice, especially within the church. By presenting Grimké’s preaching as a historically informed model, this dissertation emphasizes the EEH as a relevant framework for engaging contemporary issues of justice and reconciliation within the evangelical tradition.

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.

Students with attention deficit/hyperactivity disorder (ADHD) often face challenges with attention and executive functioning, making it difficult to stay on task during self-selected reading (SSR). These difficulties can hinder academic progress. While research highlights the need for effective strategies to improve on-task behavior, limited studies have focused specifically on self-monitoring and token-economy interventions during SSR. This study investigated the impact of self-monitoring and token-economy strategies on the on-task behavior of students with ADHD during SSR. It aimed to answer the following questions: How do token economy systems and self-monitoring strategies impact on-task behavior for students with ADHD during self-selected reading? The study’s sub-questions were: How does token economy impact on-task behavior for students with ADHD during SSR? How does self-monitoring impact on-task behavior for students with ADHD during SSR? Which strategy is most effective for students with ADHD to stay on-task during SSR? Using a single case design (A-B-A-C-A), four students with ADHD were observed to measure their on-task behavior during SSR under both intervention conditions. Results showed that both strategies effectively improved on-task behavior, though the degree of effectiveness varied by student. The findings show the importance of individualized approaches in supporting students with ADHD. While both interventions were beneficial, neither was universally more effective, reinforcing the need for tailored support based on student-specific needs. This study emphasizes the value of token economy and self-monitoring strategies in promoting on-task behavior during SSR. Future research should examine the long-term impact and external factors influencing the success of these interventions.

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.