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Stephens FINAL 7 29 24 with cert.pdf (1.97 MB)

ETD Abstract Container

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A Qualitative Study of High School Teachers’ and Mentors’ Description of Students’ Soft Skills Development

Stephens, Joshua Mark
http://orcid.org/0009-0009-8523-9064
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722455548068042

Abstract Details

2024, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
This qualitative narrative study explores the perceptions of high school teachers and career mentors regarding the development of students’ soft skills over the past five years. Soft skills, including communication, teamwork, problem-solving, and adaptability, are increasingly recognized as critical for success in post-secondary education and the workplace. However, there is a perceived gap in these skills among high school graduates, prompting a need for effective strategies to address this issue. Using the PERMA framework of positive psychology, this study examines how suburban secondary educators and career mentors describe changes in students’ soft skills and their observations on the effectiveness of positive psychology interventions in fostering these skills. The findings highlight a noticeable decline in face-to-face communication skills and critical thinking abilities attributed to increased reliance on technology and changes in educational practices. Conversely, there is a positive shift in students’ empathy, kindness, and cultural acceptance. The results of this study underscore the importance of integrating soft skill development into the secondary curriculum and the potential benefits of positive psychology interventions. By enhancing educators’ understanding of these skills and their impact on students’ academic and personal growth, the research provides valuable insights for developing comprehensive educational strategies. Ultimately, this study contributes to the ongoing dialogue on preparing students for the complexities of modern life and the workforce, emphasizing the necessity of well-rounded educational approaches that include academic and non-academic competencies.
Jane Beese, EdD (Advisor)
Sharon Stringer, PhD (Committee Member)
Swati Sethi, MA (Committee Member)
145 p.
Education; Psychology; Teaching
soft skills; positive psychology; education; employment

Recommended Citations

Citations

  • Stephens, J. M. (2024). A Qualitative Study of High School Teachers’ and Mentors’ Description of Students’ Soft Skills Development [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722455548068042

    APA Style (7th edition)

  • Stephens, Joshua. A Qualitative Study of High School Teachers’ and Mentors’ Description of Students’ Soft Skills Development. 2024. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722455548068042.

    MLA Style (8th edition)

  • Stephens, Joshua. "A Qualitative Study of High School Teachers’ and Mentors’ Description of Students’ Soft Skills Development." Doctoral dissertation, Youngstown State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722455548068042

    Chicago Manual of Style (17th edition)

ysu1722455548068042
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© 2024, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.
Release 3.2.12