Master of Education, University of Toledo, 2004, Music Education

For band directors, the retention of students during the transition from junior high school to high school is a very important issue. At a time when high school graduation requirements are rising and elective credits are decreasing, directors must be focused on the reasons students decide to remain in band. For these reasons, a survey of band directors has been completed that attempts to gauge what they perceive as the most important factors in student retention. While all of the questions in the survey were important with regards to retention, the most important aspects dealt with the parental, musical and social aspects of band. The survey also seems to indicate, from the directors' point of view, that students have a wide variety of needs. Directors who can adapt their teaching philosophy to meet student needs will be the most likely to retain students during the transition to high school.

Committee: Timothy Brakel (Advisor) Subjects: Education, Music; Music

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation delves into the intricate dynamics of school mergers within the Blue Grass Independent Public School system (BIPS), offering a nuanced understanding of their repercussions on teacher experiences. Led by principal researcher Sean Bohannon, this study meticulously examines the impact of experienced leadership, intentional identity-building, and targeted professional development on addressing teacher inequities post-merger. Through in-depth interviews with seasoned educators, the research underscores the intertwined nature of teacher retention, motivation, and the efficacy of post-merger initiatives. Central to this inquiry is identifying disparities in professional development, resource allocation, and support systems among educators within BIPS. Moreover, the study delves into the pervasive issue of teacher attrition and its implications for student outcomes. The research scrutinizes existing strategies and interventions by conducting a comprehensive literature review, explicitly focusing on culturally responsive professional development to mitigate these inequities and foster a more equitable educational environment. The overarching goal of this study is not merely to rectify systemic imbalances but to catalyze transformative change within BIPS. Through participatory action research, Sean Bohannon engages colleagues in a shared exploration of their experiences with professional development, particularly emphasizing culturally responsive teaching practices. By understanding how these experiences shape classroom practices and impact the learning environment, the study aims to empower educators to cultivate inclusive and equitable learning environments for all students. This dissertation offers valuable insights and actionable recommendations for administrators, educators, and policymakers grappling with the challenges and opportunities of school mergers in the educational landscape. By emphasizing the importance of experienced leadership, intenti (open full item for complete abstract)

Committee: Ricardo Garcia (Advisor); Roger Cleveland (Committee Member); Wen Qi (Committee Member) Subjects: Educational Leadership

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2024, International Institute for Innovative Instruction

Many universities in the United States are experiencing a decline in student enrollment and struggling with poor retention rates. Student attrition has long been recognized as a critical issue for institutions of higher learning globally. The consequences of students failing to complete degree programs include reduced university revenues, which, in turn, can negatively impact the local economy. Given the broader issue of declining enrollment and retention across universities, it was particularly important to examine these trends within specific fields of study, such as music business programs. Understanding the unique challenges and opportunities within this niche can provide valuable insights for addressing retention issues more effectively. The research questions of this study were: (a) What are the positive and negative factors that music business program faculty, staff, and administrators perceive to impact student retention in music business programs?; and (b) What instructional design and curricular practices do music business program faculty, staff, and administrators perceive to impact student retention in music business programs? Participants were purposefully selected, including faculty, staff, and administrators. Data were gathered through semistructured interviews and analyzed using a six-step thematic analysis. Themes were developed inductively, relying on the raw data rather than any predetermined coding scheme. The findings revealed that emphasizing experiential learning, fostering engagement, and creating supportive educational environments are critical for improving retention rates. External influences, such as the COVID-19 pandemic and unpreparedness for college, negatively impact student retention. The findings also revealed that instructional design and curricular practices that positively impact student retention include experiential learning and diverse teaching approaches characterized by teaching various subjects and providing options.

Committee: Joel Gardner (Committee Chair); David Ni (Committee Member); David McCurry (Committee Member) Subjects: Curricula; Education; Higher Education; Instructional Design

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Educators have the privilege of being able to teach, care for, and inspire students to be the best versions of themselves they can be. However, the multitude of stressors and pressures teachers face daily contribute to increasing teacher turnover and education instability. In fact, researchers in education report that teacher retention is the greatest challenge facing schools today (Carver-Thomas & Darling-Hammond, 2019). The purpose of this phenomenological qualitative case study is to understand the perceptions of educational stakeholders in an urban region of the western United States as they relate to retaining teachers experiencing burnout and low self-efficacy due to perceived insufficient supportive leadership (Arvidsson et al., 2016; Ford et al., 2019). The study will collect data from former and current teachers and principals to consider whether there is evidence of a relationship between teacher turnover, self-efficacy, burnout, leadership support, and intention to quit the teaching profession indefinitely. Findings may influence school leadership, teacher preparation, mentoring, state education policies, leadership practices, and retention.

Committee: Valerie Storey (Committee Chair); Linda Locke (Committee Member); David McCurry (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

This investigation examined the relationships between teacher self-efficacy, teacher job satisfaction, and intent to leave. The 156 participants in the study were K-12 public-school teachers in the state of Ohio. A mixed-methods study consisting of questions relating to teacher self-efficacy, job satisfaction, and intent to leave was distributed to participants via snowball sampling. Results indicate that Job Satisfaction is significantly correlated with the teacher self-efficacy factors, while intent to leave is not. A multivariate analysis of variance (MANOVA) was conducted. Results of the MANOVA indicate that there is a statistically significant relationship between job satisfaction and the multivariate factor of self-efficacy, F(3,152) = 7.58, p < .001. The relationship that exists is an inverse relationship between teacher self-efficacy and job satisfaction—as self-efficacy increases, job satisfaction decreases. Inductive coding was used in the qualitative analysis to examine factors that cause teachers stress in their job and impact job satisfaction. The results of the study contradict previous research, the theoretical framework of Bandura's theory of self-efficacy, and the theory of self-determination. To recruit and retain high-quality teachers who provide the best educational outcomes for students, all stakeholders must closely examine the development and evaluation of teacher self-efficacy, the factors contributing to teacher job satisfaction, and then identify the connections between the two.

Committee: Karen Larwin Ph.D. (Committee Chair); Melanie Brock Ed.D. (Committee Member); Jennifer Hollinger Ed.D. (Committee Member) Subjects: Education; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 0, Department of Teacher Education and Leadership Studies

This quantitative study assessed teacher self-efficacy, principal supports, and feelings about working in education for n = 146 teachers in the state of Ohio. The respondents rated their feelings about self-efficacy and principal supports on a scale of 1 (none at all) to 9 (a great deal). The survey sought to determine if teachers' feelings changed about staying in the profession, if role changes were considered, and if incentives or salary increases play a role in their decisions. The results of this study align with the alternative hypothesis that teacher's feelings about working in education changed since the Great Resignation, which occurred simultaneously with COVID-19. There was greater significance among those who had a change of feelings since COVID-19 and considered changing career paths. When analyzing the teacher efficacy factors against feelings about staying in the profession, there was a negative correlation; thus, it can be assumed that as teachers' feelings about staying in the profession changed, their self-efficacy was impacted. Principal support factors were analyzed against the feelings about staying in the profession. There was a negative correlation between principal support factors and feelings about the profession, as the grade level of the respondents increased. The strongest power was found with the moral leadership factor. Based on these findings, it can be assumed that principals, in all grade levels, must display support factors that ensure they demonstrate the importance of a positive school culture. Lastly, respondents who consider incentives in their decision to change their role in education and have considered leaving education express the desire to have more than an increase in their salaries.

Committee: Karen Larwin Ph.D. (Committee Chair); Sherri Harper Woods D.Min. (Committee Member); Linda Lorei Ed.D. (Committee Member) Subjects: Education; School Administration; Teacher Education

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

On a global scale, organizations are experiencing workforce and employee shortages that vary from one industry to another, and the hospitality industry is among the worst affected (De Smet et al., 2022). The primary purpose of this study was to identify and explore factors that contribute to turnover and attrition in the foodservice industry so that recommendations for change can be given to those who work in the industry to decrease turnover and attrition rates and promote career longevity. Data was collected from multiple sources: 1) Ohio ProStart CTE hospitality graduates who have worked in the foodservice industry, 2) Ohio ProStart CTE hospitality instructors, and 3) foodservice managers from Northeast Ohio. Data was collected from the graduates and instructors using a survey. The surveys gathered quantitative and qualitative data on factors contributing to foodservice worker turnover and attrition. Data from foodservice managers was collected using interviews. Additionally, participants from all three groups provided suggestions for reducing turnover and attrition in the foodservice industry. Qualitative data was analyzed using content and thematic analysis, triangulation, and SPSS was used to analyze descriptive and inferential statistics. Findings revealed that compensation, environment, and management factors, along with worker feelings contribute to turnover and attrition in the foodservice industry. Compensatory factors, such as wages and hours were cited by the graduates and instructors as the most prominent reasons why workers leave their foodservice jobs. Foodservice managers indicated that feelings and qualities of foodservice workers play a dynamic role in the turnover and attrition issue in the foodservice industry.

Committee: Joanne Caniglia (Advisor); Davison Mupinga (Committee Member); Scott Courtney (Committee Member); Ning-Kuang Chuang (Committee Co-Chair) Subjects: Education; School Counseling; Vocational Education

Doctor of Education, Ashland University, 2024, College of Education

This dissertation investigates the effectiveness of induction programs from the perspectives of new teachers in urban and suburban school districts. The research uses a phenomenological qualitative research design. The theoretical frameworks for this research are the Motivation Theory and Self-Efficacy Theory. There are eight participants, four from urban schools and four from suburban schools. The study focuses on understanding how new teachers' perceptions of their induction programs influence their decisions to stay in the teaching profession. Data collection involves qualitative research methods, specifically semi-structured interviews, designed to capture participant accounts and insights. The Thematic analysis of the data revealed four key themes: Mentorship and Support, Work-Life Balance, Professional Development, and Institutional Support. These themes highlight the complexities of new teachers' experiences and shed light on the effectiveness of induction programs in different school environments. The research findings revealed significant implications for shaping educational policies and practices in teacher induction programs. Policymakers are encouraged to use this knowledge to make evidence-based induction initiatives. The study emphasizes the need for a positive school culture that prioritizes personalized support for mentors, collaboration, open communication, and mutual respect among all members of the educational community. Adding these insights into policy frameworks can enhance the overall education system and reduce teacher turnover in urban and suburban school districts.

Committee: Peter Ghazarian Ed.D. (Committee Member); Pat Farrenkopf Ed.D. (Committee Member); Judy Alston Ph.D. (Advisor) Subjects: Education; Educational Leadership; Teacher Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2024, Educational Administration

The topic for this dissertation research centers on the retention of student affairs professionals amidst The Great Resignation, specifically within three functional areas in higher education student affairs, cultural centers, student organization advising, and academic advising and their experiences of secondary traumatic stress. Figley (1995) defined STS as “the natural consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other⎯the stress of wanting to help a traumatized or suffering person” (p. 7). In order to identify why higher education student affairs professionals in the three functional areas remain in the field, a constructivist narrative approach will be used.

Committee: R. Jason Lynch Ph.D. (Committee Member); Scott Hall Ph.D. (Committee Member); Pamela Young Ph.D. (Committee Member); Mary Ziskin Ph.D. (Committee Chair) Subjects: Educational Leadership

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Public school education faces a critical challenge as a growing number of teachers are choosing to leave the profession every year, leaving school districts struggling to recruit and retain qualified teachers. Existing literature reveals that negative school culture is a significant contributor to teachers' job dissatisfaction, which is among the primary reasons behind teachers' decisions to leave and dissuades others from joining the profession. The role of principals in shaping and maintaining a healthy school culture is explored, with transformational leadership identified as a key factor in their effectiveness. This study aims to contribute to a deeper understanding of the factors influencing teacher attrition. Using a mixed-methods design through Q-methodology, the researcher examined the perspectives of 22 former K–12 public school teachers on their reasons for leaving the teaching profession. The participants had taught in K–12 public schools located in rural, suburban, and urban school districts. Data was collected using Q-Method Software. Results indicate that despite having positive relationships with colleagues and reasonable organizational arrangements and opportunities for learning, most participants had negative perceptions of their leadership, citing a lack of positive interactions, feeling undervalued, and a perceived absence of support from their principals. For school districts looking to foster a stable and resilient education system, the results of this research hold the potential to inform policy decisions and educational practices aimed at creating a more conducive and supportive environment for teachers.

Committee: Karen Larwin PhD (Advisor); Traci Hostetler EdD (Committee Member); Kenneth Miller PhD (Committee Member) Subjects: Education; Educational Leadership; School Administration

EdD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Special Education

Rural school districts face a unique set of challenges. This dissertation focuses on two rural counties in three school districts in southeastern Ohio and examines the difficulties special education teachers and administrators in rural communities often face. Two special education teachers, a general education teacher, two principals, a special education administrator, and a superintendent describe their experiences and what they see as the greatest challenges school districts like theirs face. The common themes that emerged from these discussions were staffing shortages and access to needed services, parental involvement, and mental health and bullying. These issues need to be addressed by analyzing school funding, recruitment and retention of teachers, and paths to best meet the socio-emotional needs of students and teachers. Further research through additional qualitative methods to identify specific factors pertaining to the current state of special education teacher morale and overall district funding needs to be considered in the future.

Committee: Casey Hord Ph.D. (Committee Chair); Mark Sulzer Ph.D. (Committee Member); Sean McCauley (Committee Member) Subjects: Special Education

Doctor of Education , University of Dayton, 2023, Educational Administration

Teacher attrition continues to be a challenge for schools nationwide as teachers enter and leave the education profession at high rates. For private Catholic schools, factors that significantly impact teachers' attrition rate can impact their campus cultures and student academic achievement. Research has shown that teacher stress, emotional exhaustion, and burnout are factors that can lead to teacher attrition.

Committee: Ricardo Garcia (Committee Chair) Subjects: Educational Leadership; Educational Theory; Elementary Education

Doctor of Education , University of Dayton, 2023, Educational Administration

This multi-case study explored the well-being of six former preK-12 teachers during and after teaching. Using the framework of self-care, the purpose of this research was to investigate how teachers' health, well-being, resilience, and other internal characteristics intersect with external factors of teaching and schools; accelerating teacher stress, burnout, and attrition. The major themes revealed included ineffectiveness and difficulty in early teaching careers; negative impacts/barriers to effective teaching and self-care; Covid impacts on teaching; school violence impacts on teaching; positive affirming experiences in post-teaching life, and finally issues/suggested policy changes. To address these negative impacts on teachers and the school community, leisure programming is presented as a pathway to personal development, to be paired alongside professional development.

Committee: Davin Carr-Chellman (Committee Chair); Thomas Oldenski (Committee Member); Katy Marre (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Educational Sociology; Health; Occupational Health; Organizational Behavior; Public Health Education; Recreation; Teacher Education; Teaching

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2023, International Institute for Innovative Instruction

Student perceptions of Doctoral Faculty Advisors (DFAs) and how they support motivation in an online, Professional Doctorate (PD) program were investigated in this dissertation. The purpose of this qualitative case study was to explore how DFAs support online doctoral student motivation to progress in their PD at a private, professionally-focused university. The conceptual framework of Tinto's (1975, 2012) Student Integration Theory and Deci and Ryan's (1985, 2012a, 2012b) Self-Determination Theory guided the investigation of several identified gaps in the literature relating to doctoral student attrition. Specifically, gaps in the literature directed additional research towards online, non-traditional, PD student perceptions of factors which contribute to their feelings of isolation and motivation, academic and social integration, student-faculty relationships, and faculty advising. Five themes emerged from 16 semi-structured interviews: (1) DFA-Student Pairing Process and Expectations, (2) Academic Integration, (3) Social Integration, (4) Motivation, and (5) Non-traditional Student Experience. Implications to practice were identified to improve services offered by DFAs at the university. One recommendation of this study was to increase the sample size. In addition, it was recommended that the study be replicated at similarly populated universities. Other recommendations were to explore student demographic correlations in the DFA-student relationship, DFA commitment, DFA perceptions, resiliency and its connection to the DFA-student relationship, and institutional program evaluations of offered services and programs to meet the needs of their student populations' motivation. A final recommendation of this study was to include multiple research methods to increase triangulation. These recommendations will support the continued development of DFA-student relationships.

Committee: Valerie Storey (Committee Chair); Crissie Jameson (Committee Member); Rachel Althof (Committee Member) Subjects: Adult Education; Education; Educational Theory; Higher Education

Doctor of Philosophy, University of Toledo, 2023, Curriculum and Instruction

Though teacher attrition has always been an issue at the center of educational research, recent increased rates of turnover among veteran public education teachers before retirement suggests a new trend worth investigating. Prior research has shown connections between this trend and the increased focus on accountability mandates in the last two decades. The purpose of this study was to identify and explore changes within the human activity of teaching in the past twenty years for a group of veteran high school teachers, using the lens of cultural-historical activity theory (CHAT) to shed a more comprehensive light on possible factors related to teacher satisfaction and dissatisfaction with the profession. The study focused on two main research questions: (1) How has the lived experience of the human activity of teaching for this particular group of veteran public-school teachers changed in approximately the last twenty years? and (2) Among those interviewed, if the human activity of teaching has changed, in what ways have these changes impacted their satisfaction or dissatisfaction with the profession? The researcher used the six elements of Engestrom's second generation CHAT model (subject, object, rules, tools, division of labor, and community) to develop questions that were used in phone interview sessions with eight veteran high school teachers from three different school districts with over fifteen years of experience. The participants' responses indicated that satisfaction was primarily linked to changes in the activity of teaching when those changes were internally initiated and informed by the teacher based on their own intrinsic motivations, which were grounded in the experiences of the teacher and student, and the changes were supported, valued, and reinforced by the community. Dissatisfaction was noted when the changes were externally initiated and informed by someone other than the teacher based on extrinsic motivations, which were grounded in achie (open full item for complete abstract)

Committee: Mark Templin (Committee Chair) Subjects: Education History; Education Policy; Educational Tests and Measurements; Educational Theory; Secondary Education; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2023, Psychology/Industrial-Organizational

During the COVID-19 pandemic, remote work became commonplace for many knowledge workers who were previously office-based. In 2021 and beyond, many organizations have expected that their employees return to onsite work; much has been unknown, however, about employee attitudes toward loss of remote work during such a transition. Using the frameworks of social exchange theory, conservation of resources, and organizational support, this research seeks to understand how employee attitudes toward remote work may impact perceptions of psychological contract breach in required return to onsite work. Although initial hypotheses were not supported, exploratory analyses supported a serial mediation model in which psychological contract breach, perceived organizational support, and affective commitment serially mediate the positive relationship between remote work preference and turnover intent. Positive attitudes of working mothers toward remote work were also explored, with consideration of how remote work may help in the balance of conflicting home and work demands. Findings support the unique and valuable role that remote work choice may play for working mothers as well as illuminating their potential reactions to loss of remote work. Findings have implications for organizations seeking to meet employee needs and retain workers, particularly working mothers, when considering work location requirements.

Committee: Margaret Brooks Ph.D. (Committee Chair); Marco Nardone Ph.D. (Committee Member); William O'Brien Ph.D. (Committee Member); Clare Barratt Ph.D. (Committee Member) Subjects: Occupational Psychology; Psychology

Doctor of Philosophy, University of Akron, 2022, Secondary Education

This study examined the degree of flourishing, turnover intention, and perception of organizational support in 55 Adolescent/Young Adult English language arts (AYA ELA) teachers in Ohio. Using an online survey from April 5-22, 2022, data were collected from teachers from randomly selected high schools. Descriptive statistics were calculated for years of teaching experience and highest level of education achieved. A Pearson correlation, Chi-square Test of Independence, and independent means t-test were used to analyze the relationships between variables. The majority of the participants were moderately mentally healthy followed by those who were flourishing. None of the participants were languishing. A Chi-square Test of Independence indicated that a statistically significant difference did not exist between years of experience and degree of flourishing or highest level of education achieved and degree of flourishing. There was, however, a statistically significant difference between teachers who were moderately mentally healthy and flourishing in turnover intention (p = .0012). There was also a statistically significant difference between degree of flourishing and perception of organizational support (p < .0001). A Pearson correlation coefficient determined that there is a strong negative correlation between perception of support and turnover intention (r = -.75, p < .001). The results of this study indicate that teachers' degree of flourishing impacts their turnover intention and perception of support. Additionally, as teachers' perception of support increases, their intention to turn over decreases. Education leaders (i.e., school administrators, mentors, lead teachers) focusing on improving teachers' degree of flourishing and perceptions of support could lead to reduced teacher turnover.

Committee: Susan Kushner Benson (Committee Chair); Rebecca Erickson (Committee Member); William Visco (Committee Member); Lynn Klein (Committee Member); Harold Foster (Committee Member) Subjects: Education; Educational Leadership; Teaching

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2022, International Institute for Innovative Instruction

The purpose of this study is to examine the predictive power of organizational culture (OC) and social quality relationship (SQR) on Environmental Services (EVS) departmental turnover intent (TI) in full-service contracted companies in an Ohio hospital. Recommendations grounded on the study's data provide an EVS organization with strategies as to how to reduce EVS employee turnover intent. The primary research goal is to contribute value-driven, reliable, and validated data to an EVS department identifying potential employee turnover intent through vital predictors. The second goal is to develop a Call-to-Action plan enabling leaders from full service contracted accounts to implement measures to reduce employee turnover intent. Both research goals will likely enhance EVS teams in building relationships, and contribute to team and department efficiency (Nowak, 2019). A sequential explanatory mixed-methods design was employed as means of predicting turnover intent from organization culture and social quality relationship predictors in the EVS department. The quantitative element of the design was intended to measure organizational culture, social quality relationships, and turnover intent. This was accomplished by three proven instruments: (1). 5-point Likert 15-item Organizational Culture Scale (OCS; Tang et al., 2000); (2). 7-item Leader-Member Exchange Scale (LMX; Graen & Uhl-Bien, 1995); and (3). 5-point Likert 6-item Turnover Intent Scale (TIS; Roodt, 2004). The qualitative element of the design is intended to explore outlier data and is accomplished by the analysis of composite scores from the quantitative strand. There is no research on EVS organizational culture, social quality relationships, and turnover intent from a front-line employee perspective. This research fills an identified gap to study EVS turnover intent due to the amount of loss EVS experience. The impact EVS leaders have on their specific account turnover is valuable within the contents o (open full item for complete abstract)

Committee: Valerie Storey (Committee Chair); Donis Toler Jr. (Committee Member); John Suozzi (Committee Member) Subjects: Cultural Resources Management; Environmental Management; Organizational Behavior; Social Psychology; Social Research

Doctor of Education , University of Dayton, 2022, Educational Leadership

Early Childhood Education (ECE) is constantly evolving as research examines a solid foundation concerning the life of learning and opportunity for young children. However, ECE is plagued with poor representation, low pay, long hours, harsh, sometimes miserable working conditions, and low teacher retention rates attributed to teacher attrition. The purpose of this action research study is to identify strategies that may impact teacher retention and mitigate attrition in ECE. The mixed methods action research study obtained data from six local early childhood centers in Akron, Ohio. Results showed a significant positive relationship between how long someone has worked in childcare and their current rate of pay or r(35) = .400, p < .05 (see Appendix D, Table 5), indicating that the longer someone worked in ECE, the higher their pay was. This was confirmed through interviews where everyone interviewed said the pay was the largest factor in consideration of leaving childcare. To create meaningful and sustained change within the childcare field, three interventions have been put into practice to decrease attrition in the field of early childhood education. The interventions that were put into place are; creating a mentorship program for the teachers, increasing the level of formal education of the teachers, and increasing ECE teachers' total compensation. With the implementation and completion of this action plan, early childhood centers will see enhanced longevity of the teachers within their centers. With an active and participatory mentorship program, a program to assist in increasing teachers' formal educational level, and a compensation scale that is equitable for the work that is being done, attrition will decrease. The successes and failures here will continue to set off a chain of events that can positively impact future generations.

Committee: James Olive (Committee Chair); Shauna Adams (Committee Member); William Cortezia (Committee Member) Subjects: Early Childhood Education

Specialist in Education, Miami University, 2021, School Psychology

The role of the school has been in a state of change since its creation. The Whole Child approach turns the focus of schools from academic achievement as the only marker of student success towards multiple long-term holistic facets. Ohio's teachers are not trained to provide all facets of the Whole Child approach, despite Ohio's commitment to a Whole Child strategic plan for education. Additionally, teacher attrition and turnover rates are increasing. This study evaluated the preparedness of one Ohio university's teacher education program graduates (n = 461) to deliver the facets of the Whole Child approach in relation to their intent to stay in their current job placements. Participants indicated that they felt more prepared to provide academic content and support, and felt less prepared to deliver more non-traditional facets such as trauma-informed practices. Results of the study did not indicate a significant relationship between the respondents' Whole Child preparedness and their intention to stay in their current job placements. However, the study highlighted areas for future research, such as teacher burnout and self-efficacy in relation to Whole Child preparedness, administrative support as an indicator of turnover, and the outcomes of the long-term implementation of Whole Child education.

Committee: Kristy Brann PhD (Advisor); William Boone PhD (Committee Member); Dawna Meehan PhD (Committee Member); Sharon Custer PhD (Committee Member) Subjects: Education