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A Program Evaluation of The Impact of COVID-19 on Teacher Mobility, Attrition, and Retention
Get PDFTeacher mobility, turnover, and attrition have been continuous issues in public education and have only grown with the introduction of COVID-19 into our society. The purpose of this study was to determine how COVID-19 had impacted these issues and to find solutions for retaining teachers in the profession. The context of this study was to determine factors that educators, teachers, administrators, and parents from across the United States believed impacted teacher attrition and to get input from them on what changes were needed to keep teachers in the profession. My study shows via quantitative and qualitative data that teacher attrition was an issue before COVID-19, and with the addition of eLearning and health concerns due to COVID-19, became even a greater issue. My study on teacher attrition aligned with that of current research and suggested that administrator support, more support for new teachers in the profession, and policy changes were just some of the recommendations from stakeholders that would help solve the issue of teacher attrition
Special Education Teacher Burnout: Examining the Role of Educator Preparation Programs in Prevention
Get PDFTeacher burnout is increasingly problematic, especially for special education teachers who have a unique set of job responsibilities. Survey and interview data was used in this phenomenological study to examine how the educator preparation program (EPP) experience and self-authorship journey of early career special education teachers impact their potential to experience burnout. Data findings regarding level of self-perceived burnout, recollections of being or not being taught stress management and coping strategies in their EPPs, recollections of the self-authorship journey, and intentions for remaining in the career are shared in this dissertation. The essence of this phenomenon can be summed up as such: individuals are going into special education because of a passion, but many special education teachers are experiencing mental health symptoms because of their career and/or are experiencing some degree of self-perceived burnout. Fortunately, the results of this study can help EPPs improve pre-service teacher preparation with the aim of improving rates of mental health distress and teacher burnout.
Keywords: self-authorship, educator preparation program (EPP), wellbeing, teacher self-efficacy, burnou
The Elementary School Principal\u27s Influence on Teacher Hiring Practice & Decision Making
Get PDFIn the role of a building principal, the hiring process is among the most critical components of the job, particularly hiring the right people for the right positions. Yet, hiring approaches vary from principal to principal, building to building, district to district. This study surveyed and interviewed principals and administrators about their hiring processes to determine the most effective and evidence-based approaches to hiring. It identifies several strategies to streamline the hiring process, including using a common set of tools for hiring, adhering to a set timeline for the hiring process, and focusing on criteria for hiring decision-making. This research study also yields a recommendation for policy change related to hiring practices and procedures to better align them across the district. Better aligned hiring procedures will help ensure hiring decisions are most effective
The Experiences of Married Mothers in Graduate School: An Exploratory Study
No full textCollege campuses seem to focus on meeting the needs of students who are in the 18–24 age range and are single (Mahaffey et al., 2015). With the focus being on these students, students who are mothers are an underrecognized population (Mahaffey et al., 2015). This study investigated the experiences of married mothers in graduate school. Six married mothers, who are full-time graduate school students, were interviewed. Participants were in their 20s and 30s, married for 2–13 years, and had one to three children. Their children’s ages ranged from 2 months to 9 years. Participants were enrolled in various graduate programs—Doctor of Philosophy (Ph.D.), Doctor of Psychology (Psy.D.), and Master’s.
Various themes emerged from the participant interviews—motivation to begin graduate programs; rewards; time management; support system; and needs from graduate programs. The following research questions were answered in this study: How do married mothers in graduate school experience navigating and balancing marriage, child(ren), and graduate school? In what ways has being married been helpful and/or more challenging while in graduate school? What needs are identified by married mothers in graduate school and how do they think their campus can better serve these needs
Teacher Perceptions of Gender Differences in an Elementary PBIS System
Get PDFThis research project examined teacher perceptions of gender differences in an elementary Positive Behavior Intervention and Supports (PBIS) System. The purpose of the project was to understand why male students were referred to the office at a higher rate than female students. The research was conducted through a staff survey and disaggregating seven years of Office Discipline Referral (ODR) data through School-wide Information System (SWIS). The critical issues explored are the number of referrals, the types of referrals received, and teachers\u27 perception of gender differences in the PBIS system. It is my hope that this research will help provide the necessary improvements to make the PBIS system successful
The Impact of Juvenile Offender Race on Public Perception of Crime Seriousness
Get PDFPublic perception of crime is an important focus of research, especially when considering juvenile offenders. However, there is very limited research in this area. This study looked at how the public perceives crime seriousness and how race of the juvenile offender impacts the overall seriousness rating. An online survey that included 15 crime scenarios was completed by 176 participants. It was hypothesized that a crime would be rated as more severe when the juvenile offender is African American as compared to a Caucasian juvenile offender. Results found that participants overall rated the seriousness of offenses as significantly higher for Caucasian offenders than for African American offenders
Trauma And Effects Of Being Raised By A Parent With Bipolar I Disorder: A Theoretical Approach Utilizing Internal Family Systems
Get PDFBipolar I disorder (BD) is a somewhat rare mental health disorder that impacts not only the person diagnosed but also their family (Chang et al., 2001; Cook et al., 2005; Wearden et al., 2008). Children of parents with BD may experience complex trauma as inconsistencies in parenting, conflict within the household, and possible neglect or abuse may be present (Chang et al., 2001; Rusner et al., 2009; Wearden et al., 2008). Multiple developmental areas can be impacted for individuals who have endured complex trauma to include attachment, somatic distress, affect regulation, biology, behaviors, cognition, and identity (Cook et al., 2005; Courtois & Ford, 2014). As such, this literature review identified ways in which children of parents with BD may meet criteria for complex posttraumatic stress disorder (Cook et al., 2005; Herman, 1992). Internal Family Systems is a treatment modality and theory which can be utilized for individuals with trauma symptoms (Foundation for Self Leadership, 2015; Schwartz, 2021; Schwartz & Sweezy, 2020). This literature review utilizes a hypothetical case of an individual raised by a parent with BD to answer the following research questions: 1. What kind of trauma may be experienced from being raised by a parent with BD? 2. How can offspring of parents with BD be conceptualized through the lens of IFS? 3. How can IFS treatment be applied for individuals raised by a parent with BD? Future research and clinical implications are addressed
Centering Culture and Relationships in Learning: Culturally Responsive Teaching in Higher Education
Get PDFIn colleges and universities all across the United States, the amount of culturally and linguistically diverse students has increased significantly. Research has shown that when educators can develop educational practices and curricula that account for and incorporate students’ cultural frameworks, outcomes improve for culturally and linguistically diverse students. Culturally responsive teaching is a pedagogical approach that does just that. This research project aimed to bring to light the various ways that general education professors define and enact culturally responsive teaching practices. It further illustrates how students receive and interpret these culturally responsive approaches. Using the general education college within a mid-sized Midwestern University, data was collected through interviews with professors, classroom observations, and a student focus group. Findings show that professors define culturally responsive teaching in a variety of ways with students at the center. The focus on students shows that building relationships with students is the most common way culturally responsive teaching is practiced. Students were receptive to these approaches and responded affirmatively to the practice of relationship building. Other themes emerged, indicating that, for professors, culturally responsive teaching is an iterative and self-reflective practice. They also felt limited support from their programs and institutions to enhance their culturally responsive teaching practices. The study shows what is effective culturally responsive teaching and what may need refinement, leading to potential improvements and professional development in culturally responsive teaching
BURNOUT IN THE FIELD OF FORENSIC PSYCHOLOGY AND INTERVENTION TECHNIQUES
Get PDFForensic psychologists are at a heightened risk for encountering vicarious trauma, compassion fatigue, and burnout, all of which influence quality and continuity of care (Sansbury et al., 2015). The current literature review aims to discuss how burnout relates specifically to the field of forensic psychology. For the purposes of this discussion, clinical psychologists who perform forensic duties, as well as board certified forensic psychologists are considered. Research questions that are addressed in this discussion include what the existing research states regarding vicarious trauma in forensic settings, likely gender differences in burnout and vicarious trauma, and documented interventions that appear most useful in addressing burnout in forensic psychology. How burnout is influenced by vicarious traumatization and compassion fatigue are discussed, in addition to how vicarious resiliency may aid in diminishing he effects of burnout. The term vicarious is utilized throughout this literature review as a differentiation for trauma or resiliency that is experienced via the client’s shared experiences, rather than a personal experience. A proposed burnout group specific for forensic psychologists is offered as well