Theses/Dissertations - Educational Leadership
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Browsing Theses/Dissertations - Educational Leadership by Author "Carpenter, Bradley W."
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Item Assistant principal burnout : a quantitative non-experimental correlational investigation of burnout theory and well-being theory to address burnout in assistant principals.(2022-02-25) Harris, April R., 1985-; Carpenter, Bradley W.Assistant principals play a critical role in developing the climate and culture of a campus, and over the last three decades they have become an integral part of the aggregate known as educational leadership (Hausman et al., 2002, p. 136). Unfortunately, they are suffering from job stress and burnout from a lack of a clearly defined job roles, creating strenuous working environments and work overload. This issue, if gone unaddressed, can potentially create retention issues for educational systems and mental/physical ailments in these individuals. For this reason, I chose to conduct a quantitative non-experimental correlational survey study to determine whether correlations existed between the major concepts of the burnout theory and well-being theory in assistant principals across the state Texas. This study utilized Maslach’s Burnout Inventory for Educator’s, Seligman’s Workplace PERMA Profiler, and a demographical survey. The surveys were sent to all 12,437 assistant principals in Texas and 950 participated. The study yielded the following statistically significant findings. 1) findings indicated that as perceptions of burnout increase, perceptions of well-being tended to decrease; 2) findings showed strong evidence that Texas assistant principals were burned out, 93.2% indicating emotional exhaustion and 94.2% indicating depersonalization; 3) findings indicated that years of experience as an assistant principal and the age of assistant principals played a role in the burnout levels of these educational professionals; and 4) follow up predictive analyses found that depersonalization was a major contributor to decreased feelings of personal accomplishment and identified females as exhibiting higher levels of emotional exhaustion. The study’s findings revealed limitations within the study and critical correlations between the personal and professional variables associated with burnout in assistant principals. These future research recommendations were suggested to address the limitations: replicate to a mixed method quasi-experimental study, investigate deeper into what is creating burnout, and develop a survey with deeper/richer questioning. Future professional practices suggested were implementation of mindfulness and positive psychology practices for leaders, professional development specific to the well-being of leaders, budget for well-being for leaders, make it a part of the district and campus improvement plan, and create a well-being team for the district.Item Caregivers’ choice against : a case study of caregivers’ denial of language services in Central Texas.(2021-07-04) Page, Barbara Raquel, 1989-; Carpenter, Bradley W.The focus of this study was to describe the prevalent issue affecting English Language Learners in Central Texas ISD (CTXISD) due to the denial of bilingual language services by caregivers, and to make sense of these parent denials. CTXISD is located in Texas and it serves more than 8,000 students on ten campuses. English language learners compose 3.3% of that population, at 271 students. Out of those 271 students, bilingual language denials primarily take place in the elementary and intermediate settings. During the 2018-2019 school year, there were 56 bilingual language denials in CTXISD which has an effect on the acquisition of the English language as well as academic readiness as measured by the state of Texas. The purpose of this study was to determine why caregivers are denying transitional bilingual services for their emergent bilingual children. A qualitative single case study with caregiver and administrator interviews were the means used to obtain caregivers’ perspectives and experiences of the factors that led them to deny these services. Data analysis resulted in emergent themes from Weick’s sensemaking theory: extracted cues, social environments, retrospective, and identity construction. The findings in this research could provide leaders across the nation with information on how to increase parent recruitment/enrollment for their language programs.Item Effective middle school practices to reduce the frequency with which students share sexually explicit content.(2020-01-16) Heathcote, Shorr, 1983-; Carpenter, Bradley W.The Central Independent School District (CISD) has experienced an uptick in student sexting incidents at the middle school level. It is the opinion of Central ISD and the researcher that additional efforts are required to adequately address student sexting. District leadership seeks opportunities to improve its practices and understand what improvements can be made to strengthen these efforts. In an effort to address student sexting, the Texas Education Agency requires public school districts to make sexting education programs and resources available to parents and students. The purpose of this study was to determine how suburban districts are implementing the state’s requirements, the effectiveness of the current practices, and what needs to be done to strengthen how sexting can be addressed in school. A literature review, qualitative dual case study and review of district artifacts were used to examine the policies, programs and practices used to address sexting in two similar sized suburban districts. The researcher coded and analyzed the data obtained to reveal nine common themes which include, (1) an eagerness to move beyond state laws and local consequences, (2) the use of technology to combat technological misconduct, (3) an increased relevancy and role(s) of law enforcement officials on campus, (4) a necessity of training staff members to respond to reports of sexting, (5) embedding sexting education in school curricula and student trainings, (6) challenges related to discipline and data reporting, (7) a possible uptick in reports due to anonymous reporting systems, (8) current programs focused on consequences, and (9) partnerships with parents and community members are necessary. Findings from the research and dual case study revealed the need for developing a comprehensive framework for addressing student sexting through collaborative partnerships.Item Factors affecting teacher retention in a local school district.(2020-04-09) Jerkins, Courtney A., 1984-; Carpenter, Bradley W.Teacher turnover is high in many school systems throughout the world. However, school systems in a small number of countries consistently present low annual teacher turnover rates. A growing body of research shows that school systems which implement a career-based labor market structure for teacher recruitment and selection experience lower teacher turnover. Conversely, systems that implement a position-based labor market structure for teacher recruitment and selection are often plagued with high rates of teacher turnover. The position-based K-12 public education system in the United States has a high teacher turnover rate that ranges from eight to 16 percent annually. In America, teacher turnover is greatest in southern urban and suburban K-12 public school districts. Furthermore, American teachers are most likely to leave the profession within their first five years of teaching. This case study seeks to comprehend the experiences of this highest teacher turnover group in one of the highest-turnover district types in the nation. Therefore, the purpose of this study is to understand first- through fifth-year teachers’ perceptions related to staying in or leaving a southern U.S. suburban K-12 public school district. This study will seek to understand these teachers’ perceptions through the theoretical framework of the teacher labor market structure. Ultimately, the study will seek to determine if incorporating career-based elements into a position-based system can be a valuable and viable strategy for reducing teacher turnover.Item Principal transformational leadership and the Texas Instructional Leadership Action Coaching program : a qualitative case study.(2022-02-25) White, Gayle A., 1964-; Carpenter, Bradley W.Transformational leadership continues to be in the spotlight, given that school systems are becoming increasingly demanding and complex. Evidence has shown principal effectiveness is foundational to the quality of instruction and student achievement. According to literature, leadership coaching has become one of the fastest growing initiatives in education. In 2017, the Texas Education Agency (TEA) created the Texas Instructional Leadership (TIL) Action Coaching program to foster and equip principal leadership skills through coaching. The purpose of this study was to understand how leadership coaching impacted principal transformation leadership as a result of participating in the TIL Action Coaching program. This qualitative case study with embedded multiple units of analysis included a literature review and a triangulation of methods including an open-ended demographic questionnaire, semistructured interviews, and a document review. The contextual setting for the research was the Region 12 consortium of schools in central Texas. The researcher coded and analyzed three deductive categories and uncovered six inductive emergent themes related to leadership coaching and transformational leadership theoretical frameworks. Data identified the leadership coaching category of transformational processes with the theme of growth and nuances of reflection and collaboration. Regarding the leadership coaching category of listening, observation, and feedback, findings revealed the nuance of personalized supports. The category of transformational leadership revealed the attribute of intellectual stimulation demonstrating the emergent theme of challenge including three nuances of meaning—shared leadership, systems and protocols, and vulnerability.Item Principals' perceptions of self-efficacy to administer special education in relation to regional education service center professional learning opportunities.(2020-03-06) Bullion, John Carl, 1970-; Carpenter, Bradley W.The purpose of this doctoral study was to investigate Texas principals’ perceptions of self-efficacy to administer special education services. An additional focus was the degree to which principals perceived the professional learning opportunities based at their Regional Education Service Centers (RESCs) to be supportive of their efforts to administer special education services. In Texas, efforts at the state, regional, and local levels aligned with federal mandates and practices in a transition from compliance heavy systems of special education to one that balances compliance requirements with a focus on improving student outcomes (TEA, 2018b). RESCs are at the center of this shift (TEA, 2018b) and have the potential to develop professional learning opportunities strategically designed to support Texas principals in the administration of special education services. A statewide survey of practicing principals in November 2019 from the southwest region of the United States, specifically, Texas, provided perception and demographic data utilized in this research. The Texas Teacher Evaluation and Support System rubric served as the foundation for the survey instrument utilized in this study. The study’s research questions were addressed broadly using a variety of descriptive and inferential statistical techniques. RQ1. To what degree do principals perceive their level of efficacy in the administration of special education services? And will there be a difference in the perceived level of efficacy in the administration of special education services by gender of school administrator? RQ2. To what degree do principals perceive their level of efficacy in the administration of special education services by campus descriptor of school administrator? RQ3. To what degree do principals perceive their level of efficacy in the administration of special education services by perceived level of inclusivity? RQ4. To what degree do principals perceive their level of efficacy in the administration of special education services by special education certification status of school administrator? RQ5. To what degree do principals perceive their level of efficacy in the administration of special education services by age? RQ6. To what degree do principals perceive the level of efficacy of their RESCbased professional learning opportunities in supporting their administration of special education services?Item Stress and burnout of secondary principals in a rural school district in South-Central Texas : a case study.(2021-04-09) Bloch, Chanda, 1976-; Carpenter, Bradley W.Principals play an integral role in promoting the overall success of a school. Principal turnover is an increasing problem across the United States, which has created a principal shortage. Turnover of effective school principals can disrupt school progress and have an undesirable impact on rates of teacher retention and student achievement. The purpose of this study was to explore secondary principals' perspectives regarding their level of stress and burnout, identify the causes of their stress, and investigate principals' suggestions regarding which stressors may be alleviated. This study was also an examination of the impact of six contextual work areas on principals’ perceived level of stress and burnout. Knowledge about the causes and possible solutions of stress and burnout in secondary principals is needed to retain quality school leaders who stay in the profession longer than a few years. The researcher concentrated on a convenience sample of three secondary principals and their spouses in a rural mid-size town in a South-Central Texas school district. The researcher used a qualitative multicase approach to explore the real-life experiences of the participants. Data collection methods included a preinterview, one-on-one interviews, and journal entries. Five final themes emerged from the qualitative study. These included: a) workload, b) community, c) reward, d) fairness, and e) leading during a pandemic. Findings revealed in this research may be used to advise school districts on how to prevent stress and burnout in the principalship and how to better support principals. Also, findings may be used to inform principal preparation programs to better prepare future principals on ways to handle the stress and burnout associated with the principalship.Item Teachers’ implementation of social-emotional learning programs in the kindergarten classroom.(2022-01-24) Gerik, Denae, 1983-; Carpenter, Bradley W.Students’ and teachers’ social-emotional learning (SEL) is the foundation upon which academic learning can thrive. A systematic implementation of SEL programs, with teachers’ awareness of how they affect the implementation, is needed to understand its implications of embedding SEL in the classroom. This qualitative study aimed to examine how kindergarten teachers’ teaching through imitation, identification, and social roles, based on Bandura’s social learning theory, shaped the implementation of CharacterStrong, an SEL program. The data from the research study indicated kindergarten teachers identified the intentionality of their actions, intentionality of their words, and perceptions of student behavior when implementing SEL in the classroom. Kindergarten teachers also influenced the implementation of CharacterStrong thorough their social roles in the classroom. The conclusions from the data highlighted future implications: a scaffolded approach to classroom implementation of SEL programs and self-reflection through the implementation process to build teacher self-efficacy. Future longitudinal research is needed to show the effects of SEL programs on students as they progress through school and to study teacher perceived capacity to teach students social-emotional skills.Item The effects of chronic absenteeism in kindergarten on third-grade STAAR scores.(2020-04-21) Glaesmann, Clinton Daniel, 1988-; Carpenter, Bradley W.This study was an investigation of whether or not kindergarten attendance was associative with and predictive of student performance on the third-grade state of Texas Assessment of Academic Readiness for both mathematics and reading. Over the past 10 years, the topic of chronic absenteeism has become a key element in school assessment formulas under the Every Student Succeeds Act, and a growing body of research has pointed to the detrimental impact of chronic absenteeism on academic performance. This has been especially damaging to those students in elementary school because it has been linked to higher retention rates, poor reading and numeracy skills, and lagging social emotional skills. This study was of a quantitative, nonexperimental design that utilized mathematical relationships of an associative and predictive nature to address the study’s five guiding research questions. The study’s sampling technique was nonprobability convenient, and purposive in nature and allowed for analysis of archived kindergarten attendance and thirdgrade performance data from a cohort of fourth graders within a school district located within a midsized metropolitan area of the southwestern region of the Unites States. The findings from the study supported the predictive nature of kindergarten attendance on performance for males specifically on the mathematics test. The study also revealed nearly identical attendance rates for both economically disadvantaged and not economically disadvantaged students but did show a gap in performance between the two groups. Due to the nature of the study design, one of the major limitations of this study was in the lack of generalizability of results to outside populations. The sample size also had unusually high attendance rates with over 85% of the sample missing 5 days or fewer. Even with the data skewed, the study revealed the predictive nature of kindergarten attendance on third-grade male mathematics performance and showed the need for future research into why the achievement gap between the two groups of students persisted when the literature suggested better attendance would reduce it.Item Why do teachers stay? Exploring teacher retention in urban schools.(2021-04-26) Gilliam-Flentge, Amanda B., 1981-; Carpenter, Bradley W.There are nearly 250 teachers hired each school year due to attrition in Smith Independent School District (SISD). Attrition is a repetitive obstacle to finding qualified teachers for open positions. From the 2015–2016 to 2018–2019 school years, there were 1,000 teachers hired across SISD due to attrition, representing a 24% teacher attrition rate. The researcher and SISD leaders believed that there was a need for additional efforts to address teacher retention. The purpose of this study was to determine the contributing factors to high teacher retention in one elementary school in an urban, high-attrition district in Central Texas to understand what motivated the teachers to stay. A qualitative single case study with lead teacher and administrator interviews and a teacher focus group were the means used to obtain the teachers’ thoughts and perceptions of the job factors that caused them to stay at their school despite high district attrition. Data analysis resulted in a priori codes derived from Herzberg’s two-factor theory, which led to four emergent themes: administrator quality, the work itself/self-efficacy, autonomy and decision-making, and coworker relations. The findings in this research could provide leaders in urban school districts with information on retaining teachers at their campuses.