A Comparison of the Desirability and Feasibility of Accountability Measures as Perceived by Public School Administrators and Teachers (open access)

A Comparison of the Desirability and Feasibility of Accountability Measures as Perceived by Public School Administrators and Teachers

This study had three main purposes. The first was to determine the perceptions of public school administrators toward desirability and toward feasibility of accountability items. The second was to determine the perceptions of public school teachers toward desirability and toward feasibility of accountability items. The third was to compare the perceptions of administrators with those of teachers and to indicate areas where they seemed to be in agreement or disagreement.
Date: May 1973
Creator: Kiamie, Robert A.
System: The UNT Digital Library
Superintendents' and Special Education Directors' Perceptions Regarding a Minimum Competency Testing Framework in Texas (open access)

Superintendents' and Special Education Directors' Perceptions Regarding a Minimum Competency Testing Framework in Texas

The purpose of this study was to determine superintendents' and special education directors' perceptions regarding a special education minimum competency testing framework in Texas. Additionally, this study attempted to determine a relationship between school districts' demographic characteristics and superintendents'and special education directors' perceptions. Questionnaires were mailed to a random sample of seventy five superintendents, seventy-five special education directors of single districts and seventy-five special education directors of cooperatives in the State of Texas.
Date: May 1985
Creator: Clary, Elaine D. (Elaine Devenport)
System: The UNT Digital Library
The Effectiveness of a Professional Learning Community on Student Achievement in Elementary Reading and Mathematics in a Large Urban School District (open access)

The Effectiveness of a Professional Learning Community on Student Achievement in Elementary Reading and Mathematics in a Large Urban School District

The study was to determine the impact of a Professional Learning Community on student achievement as measured by the state's criterion referenced reading and mathematics achievement tests. Data for this study were extracted from the school district's student database. Two cohorts of 90 students each were randomly selected from a population of approximately 600 students in 3 schools that participated in a Professional Learning Community (treatment) and 3 schools that did not (control). Professional Learning Communities known as PLCs, can serve as a major theoretical framework to promote the improvement of classroom teachers' instructional practice, teacher effectiveness and student achievement. Reading and mathemtics mean scale scores were extracted at three time points (year 1, year 2, and year 3) across three grades (grade 3, grade 4 and grade 5). Test for equality of variance found that no statistically significant difference existed between the mean scale scores of the two cohorts at the beginning of the study. The findings revealed that both cohorts trend toward increased academic achievement from year to year individually; however, when compared to each other, no statistically significant difference existed. Further research is indicated to examine each PLC for implementation, support and leadership as they relate to …
Date: May 2016
Creator: Landry, Jacqueline Hayles
System: The UNT Digital Library
Strategic Design: Developing Community Relations in a Texas School District (open access)

Strategic Design: Developing Community Relations in a Texas School District

School leaders often contemplate implementing measures that will increase community and parent involvement in schools. There is a shortage of research that concisely takes school leadership through a process that details how to integrate parent and community input in a school transformation initiative and careful analysis of student outcomes. Within this study, I provide an in-depth look at one school district’s efforts to engage its community through strategic planning and mission and vision redesign. This process includes community involvement at every phase. For the purpose of this study, community refers to both community members who do not have children in the school system and parents of current students. In this study, I outline the inception of the transformation effort, the ongoing efforts to include community input in decision-making and campus implementation, and finally a review of the overarching impact on leadership, staff, students and community. Data collection analyzed in this study include assessment data, survey data, discipline data and walk through data collected by the school district.
Date: May 2016
Creator: Jund, Nicole C.
System: The UNT Digital Library
An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs (open access)

An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs

This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities? A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed. The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities. Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use …
Date: May 2016
Creator: Horton, Tonya
System: The UNT Digital Library
Determinants of Principal Pay in the State of Texas (open access)

Determinants of Principal Pay in the State of Texas

The purpose of the study was to examine district, campus, and community determinants of principal’s salaries using a spatial econometric framework. Among the district variables business tax (p = 0.001), property tax (p < .01), and the Herfindahl Index (measure of competition) were statistically significant indicators of principal salaries. The results suggest that more affluent districts tend to pay principals higher salaries, which was expected. Regarding campus characteristics, the percent of economically disadvantaged was not a statistically sound indicator (p = 0.468), but campus enrollment was significant (p = <.01). Interestingly as the percentage of economically disadvantaged students increased, the principal salary decreased. In contrast, as student enrollment increases the salary of principals increases, suggesting that principals of larger campuses earn higher salaries. Interestingly, student achievement was not a statistically significant predictor of principals’ salary given that pay for performance in Texas is at the forefront of political debate. Among the variables examined at the community level, only the percentage of homes owner occupied (p = 0.002) was found to be a statistically significant indicator of principal salary (p = .002). The lack of evidence on reforms, such as determinants of principal salary, points to data and research deficiencies to …
Date: May 2016
Creator: Asbury, Elizabeth Ann
System: The UNT Digital Library
Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools (open access)

Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools

This qualitative case study explored how school district and campus-level administrators coordinate resources and services for currently enrolled homeless students. Participants in this study included three district-level administrators designated as the homeless liaison and three campus principals. Data collected and analyzed included audio recordings of semi-structured interviews of each participant, documents at the district and campus-levels, school board meeting notes, and research field notes. The findings suggested that district and campus stakeholders embraced a shared vision of collaborative policy implementation to support the needs of students living in homelessness conditions. Findings also suggested that moral purpose is reflected through the intentional, collaborative efforts of district and campus administrators. Additionally, the findings suggested that social capital develops in the collaborative processes between district and campus leaders while they broker resources to foster developing social capital of this student population. Mobilization of resources through collaborative policy implementation can foster cohesion while supporting students and can counter the impact of living in homelessness conditions.
Date: May 2019
Creator: Walker, Tonia L
System: The UNT Digital Library
Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom (open access)

Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom

The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure …
Date: May 2018
Creator: Allison, Chelsea B.
System: The UNT Digital Library
Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District (open access)

Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District

In this study, I explored the different perceptions of teachers in a large urban school district in Texas towards a pay-for-performance program used on their respective campuses between 2011-2016. In total, 97 teachers from four different middle school campuses participated in this study. A descriptive analyst was conducted on teacher responses to an online survey to answer the research questions examined in this study: 1) What are teachers' perceptions of the pay-for-performance program's impact on teacher motivation?, 2) What are teachers' perceptions of the pay-for-performance program's impact on teacher retention?, and 3) What are the differences among teachers' perceptions of the pay-for-performance programs on the participating campuses? The results indicate 48.3% and 53.4% of the participants perceive pay-for-performance programs as having a positive impact on teacher motivation and teacher retention, respectively. Additionally, the results demonstrate 47.5% of participating teachers responded positively towards the pay-for-performance program on their respective campuses. This study has implications for policymakers and school district leaders who may consider implementing teacher pay-for-performance programs. Future research studies might explore school districts of different sizes throughout Texas and across the United States to gain a broader prospective of pay-for-performance programs.
Date: May 2017
Creator: Whitaker, Norbert L., Sr.
System: The UNT Digital Library
The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy (open access)

The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy

This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, professional learning, teacher collaboration, and teacher self-efficacy yielded the discovery that collaborative practices can be used to improve a school and/or district or used to enhance positive practices that already occur. This study adds to the body of research as it develops the area of teacher efficacy and influence of PLCs. Using the coding software, NVivo, focus group data were coded into themes and further comparisons were made with categories derived and saturated until conclusions were drawn. The data show teacher self-efficacy increases as a result of PLCs when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For those teachers who are not on …
Date: May 2018
Creator: Prince, Coryn Elizabeth
System: The UNT Digital Library
Socially Just Principals' Pursuit of Cultural Proficiency (open access)

Socially Just Principals' Pursuit of Cultural Proficiency

The purpose of this research was to explore how the personal and professional experiences of school leaders strengthened or hindered their ability to engage in social justice leadership to advance educational equity and encourage culturally proficient practices in their schools. I employed a descriptive multi-case study and the research was viewed through a conceptual framework that included social justice, equity, and the five elements of cultural proficiency. Five principals from three different school districts were selected as participants. They represented elementary, middle and high schools. Interviews consisted of semi-structured face to face interviews with each principal participant and one focus group interview with five participants. Each participant also provided a cultural autobiography. Findings revealed while principals may care deeply about providing equitable opportunities for students, the interest does not supplement knowledge, skills, experience, and support. The information gained from this study can inform the practice of school leaders, and the way in which districts and programs of educational leadership prepare school leaders to serve and address the needs of all students as public schools become more culturally diverse.
Date: May 2018
Creator: Kelly, Elizabeth
System: The UNT Digital Library
State Created Danger and Chronic Traumatic Encephalopathy in Texas Schools: A Legal Examination (open access)

State Created Danger and Chronic Traumatic Encephalopathy in Texas Schools: A Legal Examination

The recent breakthroughs in the research of brain trauma as it relates to athletics has revealed never before seen damage linked with football participation. Known as chronic traumatic encephalopathy (CTE), it is caused by activities inherent to the sport of football. School sponsored football has been granted immunity through case law and legislation in Texas. Recent research however indicates a different type of injury than those that school districts have been protected of liability from. This will provide a challenge to the immunity school districts have enjoyed regarding football. One route to abrogation of immunity is the state created danger provision established by the Supreme Court. The Fifth Circuit Court whose jurisdiction includes Texas has yet to officially adopt the state created danger theory. This research examined legal precedent to determine the challenge CTE may present the various layers of immunity surrounding school sponsored football in Texas.
Date: May 2018
Creator: Switzer, Aaron Gray
System: The UNT Digital Library
A Legal Analysis of Litigation against Louisiana Educators and School Districts, Before and After the Louisiana Governmental Claims Act (open access)

A Legal Analysis of Litigation against Louisiana Educators and School Districts, Before and After the Louisiana Governmental Claims Act

This dissertation analyzed court decisions in injuries on school grounds cases under the Louisiana Governmental Claims Act. The question addressed was: How have the Louisiana courts interpreted the Louisiana Governmental Claims Act in litigation against Louisiana school districts and their employees? The intent of this study was to show how Louisiana's legal system has evolved, and how that evolution affected tort cases involving school boards and school board employees. Doctrinal legal research was the methodology used to answer the research question. To limit the number of cases analyzed, this study only focused on tort claims involving injury on school property. In order to gain a broad perspective, tort claims cases filed prior to the 1974 Louisiana Constitution, cases filed after the 1974 Louisiana Constitution, and cases filed after the 1995 Louisiana Liability Limits Amendment, and the Louisiana Governmental Claims Act of 1996 were analyzed. By analyzing the tort claims brought against Louisiana school districts and employees during the various time-periods, it was clear to see how the case rulings reflected the frequent changes of the Louisiana Constitution and its' laws. In the end, the state continued to control who could sue them and how much they would pay in damages.
Date: May 2018
Creator: Price, Charie Wesley
System: The UNT Digital Library
Supporting and Retaining Beginning Teachers during COVID-19 (open access)

Supporting and Retaining Beginning Teachers during COVID-19

This explanatory sequential mixed methods study was designed to determine, from the perspective of beginning teachers, the extent to which the COVID-19 pandemic affected their intentions to remain in teaching. There were two additional goals in conducting the study: (a) to determine the key practices, supports, or events that played a role in impacting teachers' intentions to remain in teaching during a crisis; and (b) to determine the key practices, supports, or events teachers believe the district or school could do that might further impact their intention to remain in teaching during a crisis. In Phase 1, a survey was administered to teachers who began employment in the studied district in academic years 2018, 2019, 2020, and 2021. In Phase 2, a semi-structured focus group interview was conducted with volunteer participants who had taken the survey to develop a deeper understanding of the patterns observed from the survey responses. While this study was designed to determine the impact of the COVID-19 pandemic on teachers' intentions to remain in teaching, a statistically significant result was not identified. This study identified practices, supports, and events that impacted beginning teacher retention, focusing on what was effective, ineffective, and could have been added to …
Date: May 2023
Creator: Shuffield, Austin
System: The UNT Digital Library
Newly Opened High School Campus: The Principal's Process in Creating the Teacher Profile to Hire the Inaugural Staff (open access)

Newly Opened High School Campus: The Principal's Process in Creating the Teacher Profile to Hire the Inaugural Staff

This study sought to explore the hiring process, including the creation of the teacher profile, of four suburban North Texas high schools implemented when hiring teachers for the first year of the campus' existence. An exploratory sequential mixed methods research design was applied, and three data collection tools were implemented: an electronic survey, interviews with campus administrators, and the analysis of campus hiring process artifacts. Survey data suggested that participating campus principals valued those domains and indictors on ASCD's Qualities of Effective Teachers and the Teacher Quality Index. Administrator interview data revealed that campus administrators who opened high school campuses in North Texas ISD and hired teachers for the inaugural year valued teachers aligned to the campus administrator's mission, vision, philosophy, and values. In addition, artifacts provided by the four interviewed administrators indicated the implementation of the campus administrator's mission, vision, philosophy, and values when developing the teacher profile and subsequent interview questions in collaboration with the campus leadership team involved in the hiring process. Recommended actions for campus administrators of new high school campuses, and recommendations for further research are also included.
Date: May 2023
Creator: Redden, Jennifer N.
System: The UNT Digital Library
What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics (open access)

What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics

This study looked at the relationship between teacher turnover and student achievement, in addition to the relationship between specific student demographic characteristics and teacher turnover. Within this study, student demographic, staff demographic, and student achievement data from several middle schools within the studied district, as well as data from each of the school's comparison groups, as designated by the Texas Education Agency, was analyzed. The data used was from the 2018-2019, 2020-2021, and 2021-2022 school years. First, this study looked at specific student demographic characteristics and their relationship with teacher turnover, including race, mobility, and socioeconomic status. This analysis determined if there were specific variables that impacted the rate of turnover. Results determined that the most consistent relationship revealed in the data involves the total number of students on a campus. As the number of students increased, the turnover rate decreased. Additionally, there was a slight negative correlation between the number of African American students and rates of teacher turnover for two of the three years studied. The second part of the study determined if the campus turnover rate had any relationship with the student achievement scores. The student achievement data that was used was the overall campus math score …
Date: May 2023
Creator: Grindle, Colleen D.
System: The UNT Digital Library
Professional Learning Communities and the Supportive Conditions for Improved Teacher Instructional Practices (open access)

Professional Learning Communities and the Supportive Conditions for Improved Teacher Instructional Practices

The purpose of the study was to examine and evaluate the extent to which the supportive conditions (collaboration, teacher efficacy, shared leadership, and trust) were present in the district's current professional learning communities (PLCs) model, and whether teachers perceived the supportive conditions to be related to improving their instructional practices. This mixed-methods study used Pearson correlation coefficient, multiple regression, and focus group interviews to concurrently triangulate data to answer the research questions. The sample from this study was identified from 600 middle school teachers. Survey participants included 139 teachers and each of the four focus group interviews contained 6 teachers for a total of 24 teachers. Of the four supporting conditions analyzed, trust generated the highest mean (M = 3.41). Results from this study indicate that the supportive conditions for PLCs have a strong correlation (0.10) with the studied district's current PLC model and each specific supporting condition elicits a targeted aspect of professional learning that has a significant impact on teacher instructional practices. Recommendations for future studies include the expansion of this study to include elementary and high school participants and to extend this study to a larger scope of interested districts seeking to improve their PLC structures for …
Date: May 2023
Creator: Parham, Charlene Marie
System: The UNT Digital Library
Consideration of Dynamic Assessment to Identify Gifted, Emerging Bilingual Latinx Students: Lessons for School Leaders (open access)

Consideration of Dynamic Assessment to Identify Gifted, Emerging Bilingual Latinx Students: Lessons for School Leaders

Little, if any, research exists that provides guidance for educators on the use of a dynamic assessment as a tool for better identifying Latinx students for gifted programs. The purpose of this qualitative case study was to explore the perceptions of campus principals and elementary teachers as dynamic assessment was being considered as part of the gifted and talented identification protocol. Data were collected through teacher and principal interviews and focus groups, along with an analysis of current practices and protocols within the studied district. The findings revealed several key themes that emerged from educator perspectives on the ability of emergent bilingual students to be placed in gifted programs and how dynamic assessment could or could not play a part in the assessment process. The study provides support and context for future research about dynamic assessment as applied to gifted and talented identification of Latinx students, including (a) the development of a dynamic assessment, (b) the implementation of a dynamic assessment with presentation of data that supports or do not support its use, (c) training to support the implementation of a dynamic assessment, (d) the human capital and time associated with implementing a dynamic assessment, and (e) educator mindset associated …
Date: May 2023
Creator: Toy, Adam P.
System: The UNT Digital Library
A Leadership Framework to Raise Teacher Engagement (open access)

A Leadership Framework to Raise Teacher Engagement

The purpose of this study was to determine which principal leadership behaviors are associated with higher levels of teacher engagement. The conceptual framework guiding this study was based on the behaviors associated with four specific leadership styles: transformational, shared, instructional, and transactional. This study used descriptive and inferential statistics to identify teacher perceptions of prominent leadership behaviors of each campus principal. Data related to teacher perceptions of their principal's leadership behaviors was gathered through use of a Qualtrics online survey. The distributed survey was adapted from three published surveys: MultiFactor Leadership Questionnaire (MLQ), Principal Instructional Management Rating Scale (PIMRS) and Shared Leadership Questionnaire (SLQ). Engagement scores were identified through use of the district's annual Gallup Q12 Engagement Survey. The sample for this study was identified from 2,000 teachers working at one of 38 campuses in the district. The number of teachers who participated in the survey regarding their campus was 540, and 20 of the 38 campuses had a minimum of 10 participants. Upon identification of leadership behaviors, a campus profile was developed to compare their campus engagement scores to answer the research questions. Based upon each campus profile, trends were identified to determine high yield leadership behaviors for raising …
Date: May 2023
Creator: O'Bara, Susannah Holbert
System: The UNT Digital Library
Socioeconomic Status Blocks as Indicators for Academic Achievement Pass Rates (open access)

Socioeconomic Status Blocks as Indicators for Academic Achievement Pass Rates

The purpose of this study, through an analysis of the literature review of general scholars in the field of school poverty, equity, efficiency, and student achievement results, was to determine whether economic disparity had a direct statistical significance to student achievement gaps. Specifically, identification of the five socioeconomic tiers using the economic blocks, as defined by the Texas Education Agency, and their corresponding STAAR student achievement results were examined in a border city urban school setting were used to determine if educational achievement disparity existed and whether there was a statistical significance in performance to the identified socioeconomic tiers. Through an analysis of student achievement data of an urban school district, the study established null hypothesis and examined the difference in student achievement between the subsequent five economic tiers, as defined by the Texas Education Agency. Specifically, the study examined if there were differences in student achievement outcomes from each of the five socioeconomic tiers and the statistical significance between the socioeconomic tiers. Furthermore, a deeper analysis was sought to determine the most significant impact in learning loss was determined between economic tiers. The analysis sought to validate the State Compensatory Education funding model in a single district as established …
Date: May 2023
Creator: Basurto, Roberto A.
System: The UNT Digital Library
Culturally Proficient Leadership: A Study in the Correlation of School Leaders' Perceived Levels of Cultural Proficiency and Discipline Rates of Black Students in 5A and 6A High Schools in North Texas (open access)

Culturally Proficient Leadership: A Study in the Correlation of School Leaders' Perceived Levels of Cultural Proficiency and Discipline Rates of Black Students in 5A and 6A High Schools in North Texas

The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders …
Date: May 2023
Creator: Malcolm, Cory Denard
System: The UNT Digital Library
The Impact of Culturally Relevant Pedagogy and Social and Emotional Learning Programs on Black Students (open access)

The Impact of Culturally Relevant Pedagogy and Social and Emotional Learning Programs on Black Students

The study of culturally relevant pedagogy (CRP) within a social and emotional learning (SEL) program is timely as it supports the increasing body of literature on narrowing the educational gaps prevalent among Black students. Current research is lacking regarding if and how educators utilize CRP to support the learning of SEL competencies with Black students. For this study, the tenets of cultural relevance, SEL competencies, and the leadership practices of one urban district seeking to increase its overall accountability rating as deemed by the state of Texas were examined. The purpose of this study was to determine the adequacy of the district's response to the needs of Black students in terms of cultural relevance when selecting a SEL program and developing a support plan for the program's implementation at the campus level. A secondary purpose was to examine the extent to which the district embedded CRP practices into their adopted SEL program. A qualitative exploratory research design and case study research approach were utilized. Documents related to the SEL program chosen by the district were analyzed. In addition, semi-structured interviews with district leaders and a focus group with campus administrators were conducted. It was found that there were no direct …
Date: May 2023
Creator: McCowan, Alicia E.
System: The UNT Digital Library
Leadership Support for Teachers' Classroom Management and Student Behavior Professional Learning (open access)

Leadership Support for Teachers' Classroom Management and Student Behavior Professional Learning

Student behavior and classroom management are consistently identified as top reasons teachers leave the profession. A descriptive phenomenological study was conducted in a suburban school district in north Texas to identify how teachers perceive the deficits in their classroom management knowledge and to provide school leaders with data to guide plans for professional learning about effective classroom management strategies. Findings are based on both teachers' and principals' perceptions of supports that are needed or provided. Nine teachers (three elementary, three middle, and three high school) and six administrators (two elementary, two middle, and two high school) were interviewed using semi-structured interview protocols. Data were analyzed using seven a priori codes from which themes were developed. The findings showed that teachers generally do not feel well-prepared to address student behavior and classroom management. Emerged themes from both teacher and principal interviews identified deficits in professional learning received from their teacher preparation program, campus leaders, and district leaders. The top reasons why teachers struggled with student behavior and classroom management were: (a) application of learning, (b) deficits in support, (c) deficits in training, (d) physical and emotional toll, and (e) student deficits in social skill development. To help teachers feel better prepared …
Date: May 2023
Creator: Leonardo, Melanie C.
System: The UNT Digital Library
The Perceptions of School Leaders about Their Readiness to Lead Early Childhood High-Needs Schools (open access)

The Perceptions of School Leaders about Their Readiness to Lead Early Childhood High-Needs Schools

The problem identified for this study was that principals of elementary schools often do not have the appropriate preparedness and readiness required for meeting the needs of children and teachers in the primary grades. The purpose of this study was to examine the perception of early childhood campus leaders regarding how well-prepared they are to supervise a high-needs campus that consists of primary grades which include prekindergarten through third grade. Qualitative methodology of case study design with a phenomenological perspective was selected. A finding of this research study was principals' preparedness for supervising early childhood grade levels was because their prior work experience in early childhood. Also, supports for the principals are needed to impact how they supervise early childhood grades, but careful consideration of which supports are needed must be made. The final finding was principal actions when supervising early childhood classrooms are based on their opinion about quality rather than the district defined quality document. Recommendation for further research are to replicate this with a larger population and sample; conduct a quantitative study of the impact of early childhood leadership on student outcomes that would follow a cohort of students through elementary school; and conduct a qualitative case …
Date: May 2023
Creator: Brown, Onjaleke M.
System: The UNT Digital Library