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Investigating the Role of School Leaders’ Feedback in Texas Noncertified Teachers’ Professional Growth and Self-Efficacy
Full text linkThe problem addressed in this study was that the role of school leaders’ feedback in noncertified teachers’ professional growth and self-efficacy is unknown. The purpose of this case study was to investigate the perspectives of noncertified teachers’ understanding of their school leaders’ feedback and how those practices contributed to their professional growth and self-efficacy. A qualitative case study approach was used, with data collected from 12 participants across six Texas school districts through semistructured interviews, questionnaires, and classroom observation documents. Data were transcribed, coded, and analyzed thematically, with triangulation and member-checking ensuring credibility. Two key findings emerged. First, supporting professional growth through clear, specific, and actionable feedback showed that teachers valued feedback aligned with their goals, offering guidance on improving instructional practices, classroom management, and reflective teaching. Second, building teacher self-efficacy through empowering feedback highlighted how feedback fostering collaboration, mentorship, and social–emotional learning support boosted teachers’ confidence, resilience, and professional identity. The researcher concluded that personalized and supportive feedback from school leaders is essential for developing noncertified teachers’ skills and confidence. Recommendations include leadership training in effective feedback, formal mentorship programs, and professional learning communities to support teacher retention
Why Teachers Stay: A Multiple Case Study of Retention in Small to Midsized Schools
Full text linkTeacher retention presents a critical challenge for small to midsized school districts, often compounded by limited resources and unique community dynamics. Using Herzberg’s twofactor theory, this qualitative study explored factors influencing teacher retention in districts with retention rates exceeding 85%. Semistructured interviews with nine teachers examined the impact of hygiene factors, such as administrative support and compensation, and motivators, like autonomy and professional growth. Thematic analysis revealed that administrative support and equitable workloads prevent dissatisfaction, while motivators such as meaningful relationships, recognition, and relevant professional development drive commitment. Professional development emerged as both a motivator and a hygiene factor based on quality and accessibility. The findings emphasize balancing extrinsic needs with intrinsic motivators, emphasizing supportive leadership, tailored professional development, and community engagement. Recommendations include improving leadership training and addressing workload concerns. Future research should explore retention across varied contexts and through longitudinal studies
A Narrative Inquiry Regarding the Influence of University Leadership on the Success of First-Generation College Students With Financial Need
No full textFirst-generation college students experience unique challenges related to their journey in higher education. These challenges include a lack of knowledge of college resources, adapting to college expectations, and integration into college social systems. Additionally, when factoring in the financial challenges that present at a higher rate with first-generation college students, this population is faced with significant barriers that limit their ability to be successful in college without the support of leadership to help them be successful. Leadership influences the success of students in college through the development of strategic initiatives, programs, and services that address the needs of their students. This study addressed the experiences of successful first-generation college students who have demonstrated financial need and how they feel university leaders supported them in their collegiate journey to be successful. Success was defined by the ongoing retention and graduation of first-generation students with demonstrated financial need. Nine participants were identified in the study following a preselection survey confirming eligibility to participate. Using a narrative inquiry, nine participants shared their stories regarding their experiences at their higher education institution. Participants were interviewed in a semistructured format focused on allowing students to freely share their experiences related to their transition to college, academic adjustment, and social integration into college. Interviews were completed in 45-minute recorded Zoom sessions. The findings indicated that first-generation college students with demonstrated financial need were successful in accomplishing their higher education goals due to the support received in addressing financial concerns and being informed of resources that exist to support their transition. Additionally, support from faculty and staff helped them to adjust to academic expectations. Furthermore, the findings supported that peer relationships and participation in organizations and programs contributed to the success of first-generation college students with demonstrated financial need. The study underscored the importance of institutions investing in programs that inform students of necessary resources and funding opportunities to support the rising cost of education. The findings also call for higher education institutions to be intentional in developing peer and faculty/staff mentoring programs and in supporting programs that connect students to their peers, including support to student organizations.
Keywords: first-generation, higher education leaders, demonstrated financial need, student success, transition to college, academic adjustment, social integratio
