Doctor of Philosophy, The Ohio State University, 2024, Agricultural Communication, Education and Leadership

Teacher educators play a multifaceted role in designing and implementing curriculum to nurture preservice teachers' growth in content knowledge, pedagogical skills, and teaching efficacy. Amidst evolving educational landscapes and diverse classroom environments, there's an increasing emphasis on fostering teacher agency and autonomy to navigate these complexities effectively, particularly in unique contexts such as School-based Agricultural Education (SBAE). Self-Determination Theory was used as a guiding lens for this study and offers a comprehensive framework for understanding human motivation. Supporting the basic psychological needs of autonomy, relatedness, and competence can enhance students' motivation, academic outcomes, self-regulation, and well-being. Research on motivation within the context of SBAE has seen considerable growth in recent years. Scholars who investigate the relationship between motivation and engagement agree that engagement consists of three main components: behavioral engagement, emotional/affective engagement, and cognitive engagement. However, scholars applying Self-Determination Theory to the study of student engagement have delved into how autonomous motivation encourages a fourth type of engagement, agentic engagement. Through this grounded theory study, I aimed to conceptualize the beliefs of agriculture teacher educators regarding student motivation and agentic engagement within the context of SBAE teacher preparation programs. Two research questions guided this study: (1) What do SBAE teacher educators believe about student motivation and agency within a teacher preparation program? and (2) How do SBAE teacher educators integrate beliefs of student motivation and agency within a teacher preparation program? Grounded theory was used to generate a substantive theory for SBAE teacher educators to conceptualize student agency and motivation. Working under a pragmatic lens, I aimed to capture SBAE teacher educators' experiences with (open full item for complete abstract)

Committee: Amanda Bowling (Advisor); Shannon Washburn (Committee Member); Kellie Claflin (Committee Member) Subjects: Agriculture; Educational Psychology

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

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher-student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten- second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive l (open full item for complete abstract)

Committee: Jane Beese EdD (Committee Chair); Nate Myers PhD (Committee Member); Jake Protivnak PhD (Committee Member) Subjects: Early Childhood Education; Education; Educational Leadership; Educational Theory; Elementary Education; Higher Education; School Administration; Teaching

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This dissertation study explores the implementation of project-based learning (PBL) in first-grade classrooms and its impact on student engagement. The study emphasizes the importance of collaborative grade-level teams and teacher support in successfully implementing PBL. The study adopts a mixed-methods approach and takes place in a small rural district in the Midwestern United States. The findings indicate that collaborative grade-level teams have a positive impact on teachers' ability to implement PBL. While the quantitative data collected showed no statistical significance in the differences in motivation from the beginning to the end of the study, teachers perceive PBL as valuable and recognize its benefits in promoting student engagement. Student feedback demonstrates increased engagement, enjoyment, and growth in critical thinking and collaboration skills. The study highlights the need for ongoing professional development and support for teachers in PBL implementation. It suggests creating dedicated spaces to highlight student work and integrating PBL into early grades while addressing foundational skills. Further research is recommended to investigate long-term effects and the benefits of PBL across different grade levels and subject areas. The study provides insights into building a collaborative team approach to PBL and encourages teachers to engage in practitioner inquiry to improve their practices and increase student learning and engagement.

Committee: Scott Courtney (Advisor) Subjects: Educational Leadership; Educational Theory; Elementary Education

Doctor of Education, University of Toledo, 2023, Educational Administration and Supervision

In March 2020, the educational system changed. The COVID-19 virus impacted the entire world. Teaching students looked very different. Teachers were required to teach remotely to continue to educate students. Parents had to assist their children with learning while they were at home. The COVID-19 pandemic changed some students and staff. Some staff members were afraid to be around others in fear of the COVID-19 virus. The stress of COVID-19 caused levels of trauma in many people. Teachers' social-emotional competence and well-being strongly influence academic outcomes and the teaching of social-emotional learning in classrooms and schools (Schonert-Reichl 2017; Jones, Bouffard, & Weissbourd 2013). The social-emotional well-being of teachers thus, affects teacher morale. “As schools reopen, schools must be prepared to ensure the learning environments are emotionally and physically safe to minimize potential long-term negative reactions to the pandemic” (Minkos & Gelbar, 2020, p. 5). The purpose of this phenomenological study was to understand how elementary teachers perceive (a) morale in their school during COVID-19 protocols, (b) factors elementary teachers attribute to positive morale, and (c) how principal impacted teacher morale in their school during this time frame. Ten teachers from grades PreK-8 from one school in the Mid-West were selected and interviewed to learn their perspectives on COVID-19, identify factors that influenced the school climate, and how leadership influenced the school climate before, during, and after COVID-19. Overall, teacher morale decreased during COVID-19.

Committee: Nancy Staub (Committee Co-Chair); Treva Jeffries (Committee Member); Edward Janak (Committee Co-Chair); Randall Vesely (Committee Member) Subjects: Elementary Education

Doctor of Education (Ed.D.), University of Findlay, 2023, Education

The purpose of this study was to analyze the impact of Flipgrid-based discussion activities with student-selected nonfiction texts on middle school students' motivation to read. The study investigated how teacher training affected teachers' comfort and confidence in using Flipgrid. While various discussion-based activities have been used with students, including Flipgrid, very little research has been done on its use with middle school students. Following a qualitative research design, this study obtained teacher perceptions through open-ended interviews on their Flipgrid experience and training and students' reading motivation. Student perceptions on Flipgrid, reading motivation, and student-selected texts were obtained through a Google form survey. Main findings indicated high teacher confidence due to the training they received and positive perceptions of Flipgrid-based discussion activities and student-selected text on students' reading motivation. Overall student perceptions were mostly positive about using Flipgrid and reading choice. Conclusions and implications showed positive effects with comprehensive training, which could be used with teachers training other teachers. With adequate training, teachers may be able to utilize student-centered learning, such as Flipgrid and student choice, to positively impact students' motivation to read.

Committee: Amanda Ochsner (Committee Chair) Subjects: Education; Language Arts; Middle School Education; Reading Instruction; Secondary Education; Teacher Education; Teaching

Doctor of Education (Ed.D.), University of Findlay, 2021, Education

Teacher-student relationships play a critical role in a student's success in the classroom, including a student's effort, motivation, and confidence in reading. There has been limited research that examines this relationship from the student's viewpoint. This study aimed to explore the student's perspective of this relationship and how it affects a student's motivation, confidence, and effort in reading. This mixed-methods study occurred at a rural school district in Southwest Ohio and aimed to help teachers and administrators better understand how to facilitate a positive teacher-student relationship. Twenty at-risk readers completed a three-part survey. Nine of those students were interviewed to further investigate the teacher-student relationship and how it relates to a student's confidence, effort, and motivation in reading. The researcher collected descriptive statistics and ran correlations on quantitative data while coding was completed with qualitative data. Results concluded that all students in the study viewed their relationship with their teacher as positive. Students stated that it was most important that their teacher show they care, that their teacher helps when they don't understand, and that they feel good in their classroom. In the interviews, it was further revealed that students value a helpful and friendly teacher. A moderate positive correlation was found between a student's view of their relationship and their effort in reading. Interviews showed that those students with a positive relationship were more likely to be motivated in reading class. Finally, there was a moderate negative correlation between the strength of the teacher-student relationship and a student's confidence in reading. When examining these results, it is clear that teachers need to focus on fostering their relationship with their students to aid in motivation and effort in reading class.

Committee: Mary Heather Munger (Committee Chair); Amanda Ochsner (Committee Member); Kara Parker (Committee Member) Subjects: Elementary Education

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

School bullying has become a global concern due to its detrimental consequences on children's well-being. In the prevention and intervention of school bullying, teachers play a critical role, especially in detecting the signals of bullying, being aware of its consequences, and effectively responding to bullying incidents (Bradshaw et al., 2013; Horne et al., 2003). The current study aimed to explore teachers' personal and professional experiences of bullying, perceived school culture and climate, and motivation to combat bullying. A qualitative approach, a collective case study, was deemed appropriate to investigate these concepts through in-depth interviews. The participants of this study consisted of the regular education teachers (n =8) of a bilingual urban elementary school in the Midwest, United States. The results revealed that participants value anti-bullying practices and are intrinsically motivated to combat bullying. Their extrinsic motivation appeared to be negatively affected by the high workload and a lack of support systems available. Despite these concerns contributing to a lack of extrinsic motivation, the positive school culture and climate were significant external motivators. Teachers' experiences with bullying and perceptions of the school culture and climate are further interpreted to provide a holistic view of their motivation to combat bullying. Recommendations for future research and field practices are also discussed.

Committee: Kisha Radliff (Advisor); Antoinette Miranda (Committee Member); Mollie Blackburn (Committee Member) Subjects: Education; Psychology

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

The researcher utilized a correlational, non-experimental design to gain a better understanding of the relationship between teachers' ratings of factors of school culture and their motivation to integrate professional development into practice. The survey, a cross-sectional design, studied data from teachers who participated in professional development from Educational Service Centers (ESCs) in northeast Ohio (n=80). The constructs of leadership that impact school culture: vision, trust, power, and collective efficacy were also explored. Using the School Culture Survey (Gruenert & Valentine, 1998) and the Expectancy-Value-Cost for Professional Development scale (EVC-PD) (Osman & Warner, 2020), the researcher considered the relationship between teachers' ratings of their school culture factors (collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership) and their quantitative measure of motivation from the EVC-PD scale. The results suggest that three out of the six school culture factors show a statistically significant positive association with the EVC-PD scale. Results show that the factors of school culture predict a significant variation in the EVC-PD composite scores. Additional variables were measured to investigate if demographic data and teachers' professional development experience would predict the outcome of teachers' motivation to implement professional development. The results suggest that following up with teachers or leaders after a professional development is associated with teachers' increased motivation to integrate the professional development into their practice Results of this study support previous research regarding instructional leadership practices, with specific connections to student-centered and collective leadership approaches.

Committee: Jane Beese Ed.D. (Committee Chair); Charles Vergon J.D. (Committee Member); Richard Rogers Ph.D. (Committee Member); Melissa Mlakar Ed.D. (Committee Member) Subjects: Educational Leadership

Ph.D., Antioch University, 2021, Leadership and Change

The purpose of this research study was to examine how novice teachers make sense of the realities of their chosen profession, given their initial motivations for entering the profession. My research into teacher motivation and retention provided evidence that teachers did enter the field for altruistic reasons and that as many as 50% of all new teachers in urban schools did not last beyond five years. When they begin teaching, they find a field that is heavily impacted by strict accountability standards and required mandated testing. I used Sensemaking Theory and Self-Determination Theory to examine how beginning teachers make sense of their chosen profession, how the principles of Self-Determination Theory interact with sensemaking to influence teachers' decisions to stay or leave teaching, and whether teachers would indicate points of influence that school leaders had used to help them decide to keep teaching. I used narrative inquiry to interview 21 teachers who were in their 3rd to 6th year of teaching from public schools at different grade levels and specializations. My interviews suggest that teachers who decide early in their lives to become teachers were more likely to have trouble making sense of the urban school classroom compared to teachers who decided to become teachers as adults, especially after working in a different field. This suggests that school leaders should consider teachers' motivation to enter teaching as they design professional development opportunities and assign teachers to teams. This dissertation is available in open access at Antioch University Repository and Archive (AURA), https://aura.antioch.edu/ and OhioLINK ETD Center, http://etd.ohiolink.edu/.

Committee: Jon Wergin PhD (Committee Chair); Philomena Essed PhD (Committee Member); Todd Hawley PhD (Committee Member) Subjects: Education Policy; Educational Leadership; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

The purpose of this study is to identify and explore teacher perceptions of the merit-pay plan after six years of implementation in the Innovative School District (ISD). This qualitative case study will add to the knowledge base and provide interested school leaders with information as they consider alternatives to traditional teacher compensation. This study will provide similar districts, administrators, and scholars with insight into teacher perceptions developed after a merit-pay system has first been put into place and then remained in place for six years. As other school district leadership teams work with their teachers and boards of education to consider and develop a merit-pay system, they may be able to avoid pitfalls in the process of implementation by knowing the perceptions teachers have about this approach. This knowledge can also be incorporated into the curriculum of applicable higher education programs. This study employed a single case study approach to gain an understanding of the perceptions held by elementary teachers in grades Pre-K, one through six through semi-structured interviews. This researcher recognizes that knowledge gained from this study is relative and not absolute, but it will use empirical evidence to generate plausible claims (Patton, 2002). This approach is aligned with Merriam's purpose for qualitative research, which is to achieve a deep understanding of how people perceive what they experience (Merriam, 2009). There were four major themes that emerged from this study. These included: A significant number of teachers in ISD do not have a solid understanding of the structure of the merit-pay program. Second, trust between the teachers and the principal are vital to the success of the merit-pay program. Third, ISD's merit-pay program has been successful with a majority of teachers stating that if they had the chance to return to a traditional salary schedule, they would remain on the merit-pay plan. The final and most su (open full item for complete abstract)

Committee: David Dolph Ph.D. (Committee Chair) Subjects: Education Finance; Education History; Education Policy; Educational Evaluation; Educational Leadership; Elementary Education; Teacher Education; Teaching

Doctor of Education (Ed.D.), University of Findlay, 2019, Education

Teacher-student relationships and classroom environment play a key role in student intrinsic motivation. This study occurred at a Northeast Ohio high school and aimed to determine how teachers could best establish teacher-student relationships and classroom environments in order to facilitate intrinsic motivation in their high school students. The Self-Determination Theory framework posits an individual must possess Relatedness, Autonomy, and Competency in order to be intrinsically motivated. Through a combination of student surveys, teacher surveys, and classroom observations, this study examined the connections between teacher-student relationships, classroom environments, Relatedness, Autonomy, and student intrinsic motivation. While the presented literature demonstrated students needed Relatedness and Autonomy to be intrinsically motivated, this research study's results indicated students and teachers place an emphasis on the aspects of Relatedness over Autonomy. The research analysis identified a significant correlation between liking the classroom environment and liking the teacher, as well as the teacher allowing the students to have choice in how they work and the student liking the classroom. However, there was not a significant correlation between students liking the teacher and feeling intrinsically motivated or students liking the classroom environment and feeling intrinsically motivated. When examining the results, above all other elements teachers could implement in their instructional practices, the students demonstrated a preference for a supportive and engaging classroom environment.

Committee: Christine Denecker (Committee Chair); Amanda Ochsner (Committee Member); Allison Baer (Committee Member) Subjects: Education

Doctor of Philosophy, University of Toledo, 2019, Curriculum and Instruction: Educational Technology

The value of personal experience in learning is a concept that has been around for thousands of years dating back to the time of Confucius in 450 B.C. Today, personal experience can be accomplished through immersive technology, such as augmented reality, a technology simulating real-world and authentic experiences. Kolb's Theory of Experiential Learning (1984) and Dale's Cone of Experience (1946) theorized not only the importance of learning by doing, but that the type or authenticity of the experience is important in learning outcomes, retention, and learner motivation. Immersive technology has advanced to the point that it is not only accessible, but also user friendly. However, research into the impact of immersive technology remains focused in K-12 settings with students as the consumers, rather than creators of authentic experiences. The purpose of this study was to refocus the research to higher education preservice teachers, a unique population who are the potential creators of these experiences. The study investigated if the use of immersive technology in a preservice teacher project-based learning experience influenced knowledge attainment and retention of a key pedagogical concept and if it affected preservice teacher motivation. The key pedagogical concept selected for the study was Universal Design for Learning (UDL). The individual project-based learning experience required preservice teachers to implement these principles into a functional lesson appropriate for their grade level and subject. The study utilized a baseline/post/posttest design and the Instructional Materials Motivational Survey (IMMS) as instruments. The results of the level of knowledge attainment and retention were inconclusive due to underperformance of the baseline/post/posttest instrument. A more functional, hands-on test of the application of the UDL principle would provide more reliable results. In the motivation construct, the results indicated that the type of ex (open full item for complete abstract)

Committee: Judy Lambert Ph.D. (Committee Chair); Tony Sanchez Ph.D. (Committee Member); Gregory Stone Ph.D. (Committee Member); Claire Stuve Ph.D. (Committee Member) Subjects: Adult Education; Curriculum Development; Early Childhood Education; Education; Educational Technology; Instructional Design; Teacher Education; Teaching; Technology

PHD, Kent State University, 2018, College of Public Health

The title of this dissertation is “Assessing the Effectiveness of School-based Physical activity in Low-Income Urban Students.” The three manuscripts form a cohesive body of work that has investigated the effectiveness of physical education (PE) programs on physical activity (PA) among elementary school children in a low-income urban community. These three manuscripts are strongly connected to the theme of the dissertation and lead to finding a “collective meaning” of the projects. Each study investigates a particular study objective and finds significant evidence for school-based PA promotion. Each manuscript describes the research imperatives, knowledge gaps, and articulates future research. Here are these articles below: Physical Activity Levels of Inner-city Public Elementary Students during Regular Physical Education: An observational research study using SOFIT Using Structural Equation Modeling to Examine the Mediating Effects of Perceived Parent, Peer, and Teacher Support between Social Cognitive Variables and Physical Activity among Low-Income Primary students Investigating the Influence of Teacher's Motivation Types and Resource Utilization in Physical Education on Elementary Students' Leisure-Time Physical Activity: A Multilevel Analysis

Committee: Hallam Jeffrey (Committee Chair); Sheryl Chatfield (Committee Co-Chair); Vinay Cheruvu (Committee Member); Margaret Stephens (Committee Member) Subjects: Public Health

PhD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Educational Studies

The examination of the use of informational texts, or lack thereof, in the elementary classroom has been increasingly in the spotlight of literacy research. This dissertation research was in response to a number of calls in the literature to examine teacher beliefs related to informational texts, students' responses to informational texts, and what exactly happens in elementary classrooms when informational texts are utilized as part of classroom instruction. This multiple case study examined a kindergarten, first, and second grade classroom through an activity theory lens. I found that the teachers in this study truly valued informational texts, their place in the elementary classroom, and the learning opportunities they provided, such as vocabulary enrichment and content knowledge acquisition. I also found that informational texts were used as part of instruction much more than previous studies demonstrated and students actively engaged with these texts and paired activities. This research will add to the field of literacy research as it provides a model for literacy instruction utilizing informational texts while also providing teachers and students a voice in the literacy process.

Committee: Holly Johnson Ph.D. (Committee Chair); Jonathan Lee Ph.D. (Committee Member); Susan Watts Taffe Ph.D. (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2016, Educational Studies

In this dissertation, I explored high school students' math class motivation profiles, how these profiles are predicted by students' perceptions of their teachers' instructional practices (i.e., instructional relevance and teacher competence support), and how students' math class motivation profiles relate to their achievement, enrollment intentions, and effort regulation. Survey data were collected in the fall semester of the 2013-2014 academic year from 355 ninth- and tenth-graders in three high schools in a Midwestern city in the United States. Students' achievement and demographic information were gleaned from school records. A person-centered approach was used to identify subgroups of students based on six indicators of math class motivation, including efficacy beliefs, attainment value, intrinsic value, endogenous instrumentality, cost, and math anxiety. Using Latent Profile Analysis, a four-profile model of high motivation, moderate motivation with high efficacy, moderate motivation with high cost and anxiety, and low motivation was chosen as a final model. Students' perceptions of cost and anxiety were important indicators that differentiate the groups when students exhibit moderate levels of math class motivation. Multinomial logistic regressions were used in order to examine whether students' perceptions of teacher practice (i.e., instructional relevance and teacher competence support) predict latent profile membership. Both students' perceptions of instructional relevance and teacher competence support were significantly associated with students' math class motivation profile membership, even after controlling for their prior math achievement and other demographic characteristics. When students had teachers whom they perceived as trying to make math content more relevant and supporting students' competence, there was a higher probability that the students belonged to the more adaptive motivation profiles. When students had teachers who used instructional (open full item for complete abstract)

Committee: Eric Anderman (Committee Chair); Lynley Anderman (Committee Member); Ann O'Connell (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy in Urban Education, Cleveland State University, 2015, College of Education and Human Services

The purpose of this mixed-method study was to explore the competencies and skill sets of participating K-12 online teachers in Ohio through an online survey based on relevant standards issued by specialized organizations, such as the North American Council for online Learning (NACOL), National Education Association, and Southern Regional Educational Board. The survey items helped identify the self-reported competencies and skill sets of ninety-eight participating K-12 online teachers in Ohio. The findings of this study indicated that the subjects in this research project need technical support systems in place to work effectively in the online environment. Additionally, the participants required further training in using technology in terms of assistive technologies for special needs students. Moreover, these virtual environment instructors would benefit from having more hours of both face-to-face and hybrid professional development customized to their specific online teaching needs, designed to form collaborative communities of practice.

Committee: Marius Boboc PhD (Committee Chair); Joanne Goodell PhD (Committee Co-Chair); Jeremy Genovese PhD (Committee Member); Brian Harper PhD (Committee Member); Adam Sonstegard PhD (Committee Member) Subjects: Communication; Education; Educational Technology

EdD, University of Cincinnati, 2014, Education, Criminal Justice, and Human Services: Urban Educational Leadership

This qualitative research study examined three teachers' self-efficacy development through lived experiences from pre-service through their first year teaching. Utilizing a multi-subject case study approach (Yin, 2003), the study explored what and how various experiences influenced three teachers' efficacy. Building upon the work of Bandura (1977, 1993) and Guskey (1988), Johnson (2010) described efficacious teachers as “resourceful, cause-and-effect thinkers who persist when things do not go smoothly and persevere in the face of setbacks” (p. 23). Previous research reports that teacher efficacy has powerful effects on teacher behaviors, and that the years during training may offer valuable exposure to efficacy-forming experiences (Johnson, 2010). Findings of this study indicate participants' past experiences and training in their preparation played a critical role in self-efficacy development. Secondly, an important objective of teacher education training is grounded in its program's mission and instructors' curriculum implementation. As such, both areas must be accomplished with fidelity to support beginning teachers' capacity to bridge the gap in understanding how theoretical ideas may be manipulated for practical use during instructional delivery. Additional research findings underscore the critical need for PK-16 educators and other stakeholders to acknowledge and address how beliefs and attitudes about diverse groups influence the quality of their education. With regard to these findings, the study discusses implications for teacher education programs, acknowledging the responsibilities stakeholders assume in training teacher candidates. As such, future research should utilize longitudinal studies and qualitative approaches to explore how teacher candidates' experiences in training influence self-efficacy development and teaching sustainability. Additionally, further research into gaining a deeper understanding of how different motivations to teach (open full item for complete abstract)

Committee: Holly Johnson Ph.D. (Committee Chair); Carlee Escue Ph.D. (Committee Member); Susan Watts Taffe Ph.D. (Committee Member) Subjects: Teacher Education

EdD, University of Cincinnati, 2008, Education : Urban Educational Leadership

This qualitative study investigated the connection between the behaviors of principals and teacher job satisfaction and motivation, and how this connection results in increased teacher retention. Particularly, the researcher looked at what strategies principals use to motivate and encourage teachers to remain at a school. The researcher also examined teachers' primary reasons for staying at a particular school. Two urban high schools were the sites for this study. The researcher conducted both focus groups and interviews. Individual interviews were held with two principals; one principal had two years of experience and the other had seven years of experience. In addition, the researcher conducted individual interviews with three teachers from each school. One focus group at each school, each composed of three to four participants, also yielded data. The research showed that college education programs do not adequately prepare teachers to work with students and face the various challenges that often accompany them. Teachers need support in order to succeed as educators. The data revealed that the principal sets the tone and is the driving force of a school, thereby having a huge impact on the school environment. Though teachers were more likely to stay at schools where they felt a connection to their students, this study found that the principal is instrumental in teacher retention. The researcher found that though teachers believe they directly have control of many aspects of the school reality, the principal continues to orchestrate and facilitate school operations in an indirect, inclusive manner. The effective, invisible principal creates an environment where teachers are empowered and moved to the forefront, while the principal navigates from the background. The ability of the teacher to focus on teaching and learning is directly correlated with the principal's ability to maintain a safe and orderly environment, complete with the supports and recognition teacher (open full item for complete abstract)

Committee: Lanthan Camblin PhD (Committee Chair); Roger Collins PhD (Committee Member); Terry Joyner EdD (Committee Member); Steve Sunderland PhD (Committee Member) Subjects: Education; Educational Sociology; Educational Theory; School Administration

Doctor of Philosophy, The Ohio State University, 2012, EDU Policy and Leadership

The current context of education, with an emphasis on high stakes testing and curricular mandates, is affecting motivation in schools (Au, 2007; Barksdale-Ladd & Thomas, 2000; Ryan & Brown, 2004; Supovitz, 2009). It is important to study the relations between teaching in such contexts and teacher and student motivation. The purpose of this study is to explore predictors of teachers' use of various motivation-related instructional practices. These predictors include (a) perceptions of principal autonomy support for teachers, (b) perceptions of school achievement goal structures, and (c) teacher motivation. The research design for this study is descriptive, correlational survey to explore and describe the relations between teacher perceptions of school goal structures, principal support, goal orientations for teaching, and instructional practices. An instrument was administered that measured perceptions of teachers from seventy-five elementary schools in a large urban district, through an electronic medium. Correlations, multiple linear regression, and HLM were used to analyze the multivariate relations. HLM is an effective way to examine relations within nested designs (Raudenbush & Bryk, 2002). In the present study, the fact that teachers are nested within schools is an important consideration. The teacher-level variables of self-reported instructional practices, goal orientations for teaching, teachers' perceptions of school goal structure, and teachers' perceptions of principal autonomy support were averaged for each school to obtain aggregated measures. Findings generally revealed that, as predicted, a teacher's goal orientations for teaching and their perceptions of school goal structure were strongly related to their instructional practices in the classroom (Butler & Shibaz, 2008). Results suggest that mastery goals for teaching positively influence the use of instructional practices that support individual student growth. In contrast, a school goal structure (open full item for complete abstract)

Committee: Eric Anderman (Advisor); Robert Hite (Committee Member); Lynley Anderman (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2012, EDU Policy and Leadership

The purpose of this quantitative study was to provide a response to the following question: Does the use of video case studies focused on motivation increase undergraduates' sense of efficacy for applying principles of motivation? I examined the proposed research question using quantitative methods over the course of two 10-week quarters. Participants in the study were undergraduates enrolled in four sections of an educational psychology course. Participants completed four existing measures at three time points. During the second time point subjects were assigned to an experimental group that viewed a video case study or a control group that watched a lecture on motivation. Multiple repeated measures analysis of variance indicated that those who viewed the video case study were significantly less likely to believe in using performance approaches in their future classrooms than those who watched the control video but were slightly more likely to have a lower sense of personal teaching efficacy. Results of this study indicate further research is needed involving greater exposure to cases and deeper integration of cases in teacher education programs.

Committee: Anita Hoy (Advisor); Eric Anderman (Committee Member); Bryan Warnick (Committee Member) Subjects: Education Policy; Educational Leadership; Educational Psychology; Educational Theory