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K–12 Educators’ Use of Technology and Experiences With Technostress: A Case Study
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This dissertation explored the increased use of technology in K–12 classrooms, which is causing educators to experience technostress. The purpose of the qualitative, descriptive, single case study was to explore the experiences of K–12 teachers with technology and technostress—techno-insecurity, techno-invasion, techno-complexity, techno-uncertainty, and techno-overload—in a West Texas private school district. The researcher conducted one-to-one interviews with seven K-12 educators and two senior leadership team members. In addition, open-ended online questionnaires were available for K–12 educators and senior leadership team members. Thematic analysis was used to locate and communicate the findings. The principal research question was: How do K–12 classroom educators experience technology? The three subquestions used to investigate the primary research questions were RQ1a: How do K–12 educators describe their experience with technology in the classroom and the expectations of the school administration?; RQ1b: What are K–12 educators’ perceptions of technostress in the classroom?; RQ1c: What are the experiences of K–12 educators that contribute to technostress in the classroom? The study used the multidimensional person-environment theory, person-organization, person-technology, and person–people to examine the fit between technology and the environment. The research revealed a person-technology misfit: technology being added or constantly updated causes techno-uncertainty. Another finding was the person–organization misfit: K–12 educators experienced techno-complexity, and the K–12 educators did not feel they received the required training with technology. Additionally, a misfit was found in the relationship between senior leadership team members, who were always connected because of technology outside of the working environment, which caused techno-invasion. The results of the present study highlight the need for additional research on the experiences of K–12 educators with technology and technostress
Authentic Leadership’s Impact on Black Student-Athletes’ Identity and Persistence
No full textThis mixed-methods study examined the role of authentic leadership in shaping the identity development and persistence of Black student-athletes within collegiate athletic programs. Despite growing research on student-athlete experiences, a critical gap remains in understanding how leadership characterized by transparency, self-awareness, and ethical behavior influences Black athletes’ self-perception, resilience, and ability to navigate academic and athletic challenges. Drawing on surveys (Authentic Leadership Questionnaire) and semi-structured interviews with sports administrators and student-athletes, the study identified key themes: the importance of consistent communication, ethical decision-making, and holistic mentorship in fostering trust and empowerment. Findings revealed that while authentic leadership enhances athletes’ resilience and identity integration, systemic gaps in leadership consistency, transparency, and equitable support persist. Challenges such as balancing academic-athletic demands and addressing intersectional barriers further complicate these dynamics. The study underscored the transformative potential of authentic leadership in creating inclusive environments that prioritize both personal growth and athletic excellence. Recommendations call for enhanced leadership training, equitable policy frameworks, and future research exploring intersectionality, comparative analyses across sports divisions, and the implications of Name-Image-Likeness (NIL) opportunities on leadership authenticity. This work can contribute actionable insights for coaches, administrators, and policymakers to cultivate supportive systems that empower Black student-athletes to thrive academically, athletically, and beyond
The Impact of Principals’ and Mexican American Parents’ Preset Perspectives on Parental Involvement and What It Means for Student Achievement
No full textParental involvement is crucial to increasing student achievement. However, elementary school principals do not always know how to provide effective parental involvement opportunities, particularly for second-generation Mexican American families. This phenomenological qualitative study was designed to improve the understanding of and describe the lived experiences of second-generation Mexican American families and their relationships with schools. A purposive sample of five second-generation Mexican American parents and five elementary school principals participated in semistructured audio and video interviews. The study offered insight into principals’ mindsets as they provided parental involvement opportunities for the families they serve. The major parental themes identified in the study included that parent and teacher relationships guide the school-parent partnership, that principals are not visible, and that school leaders plan out their annual traditional events. The major principal themes identified in the study included higher parental turnouts for traditional events compared to academic and informative events. They also include principals adapting to the needs of their families and how visibility builds trust
Internal Communication and Organizational Culture: A K–12 District Office Phenomenological Study
No full textThis phenomenological study utilized motivating language theory to explore the experiences that K–12 district office staff had with internal communication. The purpose of the study was to find how these experiences impacted an employee’s feelings of safety, value, and positive emotions in the workplace. The lens of motivating language allowed for a view of how empathetic language, meaning-making language, and direction-giving language shaped experiences for employees. Communication is an integral part of the culture of an organization; yet it is often overlooked as an influencing factor in job satisfaction and well-being. In fact, poor internal communication can lead to negativity that can spread throughout an organization. K–12 school districts have an inherent purpose to provide quality education for students, and the culture that is present at the district office level can set the tone for a school district. The researcher explored K–12 district office staff experiences through semistructured interviews and a focus group. Interview and focus group data were analyzed using a holistic approach to explore the full experiences and allow the phenomena to present themselves. Through the qualitative coding process, four themes arose that reflected back to the lens of motivating language and the research questions. The implications of this study provide relevant information for leaders about the impacts of their communication methods and how they impact employees. K–12 district leaders can utilize strategic aspects of communication to create a positive culture and promote wellbeing for employees as they find clarity and purpose in their work. The design of this study provides a framework for future research in other school districts and organizations. Keywords: organizational culture, internal communication, communication climate, organizational communicatio
From Self to Society: How Threat Type and Message Mode Affect Environmental Intentions Among Young Audiences
No full textThis study examined the influence of threat type (personal vs. societal) and message mode (narrative vs. utilitarian) on young adults’ environmental intentions. Using the extended parallel process model (EPPM), this study argued for expanding the theory to include threat type (societal vs. personal) to clarify how threat is understood. A 2 x 2 factorial design was utilized to test the effects of threat type and message mode on environmental behavioral intentions. A sample of 266 university students participated in an online survey. Based on prior research, this study hypothesized that personal threats would yield the highest levels of environmental behavioral intentions and that messages in the narrative mode would yield the highest levels of environmental behavioral intentions. Additionally, this study hypothesized a variety of interactions. The hypotheses were not supported. However, results suggest that any climate change message, regardless of its threat type or message mode, led to increased perceptions of both personal and societal threats. Additionally, societal threat was consistently perceived as more severe than personal threat. Lastly, this paper suggests continued research on the role and level of efficacy required to make messages persuasive in the context of environmental communication
An Inclusive Framework for Ministry: Fostering the Spiritual Formation of Children in a Multicultural Church
No full textChildren’s ministry at a diverse church requires intentional pursuit of a multicultural and inclusive perspective. Without it, the gospel message is portrayed through a White, Eurocentric lens which, unintentionally, creates a barrier in the spiritual formation of children. This paper discusses the theological and sociological constructs that served as the catalyst for this project intervention, developed in the context of North Atlanta Church of Christ. Additionally, this project intervention produced a curriculum to be used with children’s ministry volunteers as they seek to embody an ethnorelative lens. The resulting curriculum is intended to be the start of a continuing conversation to guide multicultural churches toward expressing the fullness of God and thereby removing the spiritual barriers that occur when God’s story is presented through a dominant culture lens
