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A Comparative Study of School Personnel Stress and Behavioral Interventions in Residential Treatment Facilities with On-Site Schools
No full textThis quantitative study investigated the stress levels of staff and teachers in residential
treatment facilities with on-site schools that have implemented either Positive Behavioral
Intervention Support (PBIS) or Applied Behavior Analysis (ABA) model. The control group
was an approved private school using an Alternative Waldorf Approach (AWA) with a boarding
option. The purpose of this study was to investigate the effect of PBIS or ABA on teacher and
staff stress. This study used a causal-comparative research design to compare the independent
variables of behavioral interventions (PBIS, ABA, and AWA) and school personnel (staff and
teachers) to the dependent variables of the four domains of occupational stress (Wellness,
Resilience, Perception of Social Support, and Negative Coping Styles) as measured by the
Maugeri Stress Index- Reduced Form (MASI-R) (Appendix F). The MASI-R instrument was
used to measure the occupational stress levels of the participants in the four domains.
The participants in this study are staff and teachers who work directly with students and
have worked at their current school for at least one year in order to ensure that the staff and
teachers have had at least one year of training in the behavioral intervention and at least one year
to implement the behavioral intervention in the classroom. The participants are employed at
residential treatment facilities with an on-site school using PBIS, residential treatment facilitie
LGBTQ+ Students’ Perspectives On Their Secondary School Experience: A Qualitative Phenomenological Study
No full textAccording to Jones (2022), a recent Gallup poll revealed that 7.1% of Americans identify as LGBTQ+. This percentage varies widely by generation, but presents an upward curve: whereas only 2.6% of Baby Boomers (those born between 1946 and 1964) identify as LGBTQ+, 20.8% of Generation Z (born 1997-2003 in the Gallup survey) identifies as such. This percentage, given the trend, will continue to increase: “With one in 10 millennials and one in five Gen Z members identifying as LGBT, the proportion of LGBT Americans should exceed 10% in the near future” (Jones, 2022, para. 17). Meanwhile, Smith (2015) makes note that US schools “have been invested in preserving hegemonic gender norms” (p. 224) while Steck and Perry (2018) show that the American educational system is deeply invested in maintaining heteronormativity in K-12 education. This study investigated how college-aged LGBTQ+ young adults recalled their secondary school experiences and aimed to address this issue: What strategies can educators use to better engage and collaborate with LGBTQ+ students in order to ensure that their unique needs and concerns are being addressed, regardless of the school’s administrative policies regarding LGBTQ+ issues? Data were collected through a phenomenological qualitative research design. Interviews were conducted via Zoom with college-age individuals who identified as LGBTQ+ and resided in the Mid-Atlantic United States. Participants were identified through a mix of purposeful sampling and snowball sampling. The study relied on an interplay of three theoretical frameworks: Queer Theory, Critical Pedagogy, and Ethic of Care. Findings indicate that LGBTQ+ students reported that their schools did not adequately address queer issues, and that they had to seek information elsewhere. Additionally, participants found their schools to be largely inadequate in dealing with LGBTQ+-oriented bullying, administrative policies that address LGBTQ+ issues, and providing safe spaces such as GSAs (Gay-Straight Alliances or Gender-Sexuality Alliances) for queer students. Teachers who were viewed by the participants as ‘safe spaces’ often did so in absence or defiance of administrative policies governing LGBTQ+ students
Public School Mentor Teacher Professional Growth: A Comparison Among Different Placement Types
No full textTeacher preparation programs include a variety of field experiences designed to support preservice teacher growth including early field experiences, student teaching, and clinical internships. Limited research was available regarding how hosting a preservice teacher may result in long-term learning and professional growth (Bruemmer, 2018; Gallo-Fox & Scantlebury, 2015; Marciano et al., 2019; Pylman, 2016). It was also unknown to what degree mentor teacher professional growth was impacted by the placement type or related to years of experience. The primary purpose of this study was to empirically evaluate whether mentor teachers reported experiencing significant professional growth and whether perceptions of professional growth are impacted by placement type or related to years of experience teaching or years of experience in mentoring. A comparative, quantitative methodology and survey research design was adopted to investigate this problem. Quantitative data was collected electronically using the Mentor Teacher Survey (Appendix A). Survey participants included mentor teachers from Southeast and South Central Pennsylvania who have hosted a preservice teacher within the past five years. Statistical tests included one-sample t-tests for each of the three categories of professional growth to determine if significant professional growth was reported, the One-Way MANOVA statistical test to compare mentor teachers’ perceptions of professional growth across groups, and the Spearman’s Rho correlation to examine the relationship between perceived professional growth and years of experience. The results of the statistical analyses showed that mentor teachers did not report receiving significant professional growth in instructional practices, mentoring and leadership skills, or instructional leadership self-efficacy as a result of hosting a preservice teacher from an early field experience, student teaching placement, or internship. The findings did demonstrate that mentor teachers who hosted interns reported significantly more professional growth in instructional practices and instructional leadership self-efficacy than mentor teachers who hosted preservice teachers from early field experiences. No statistically significant relationships were discovered between professional growth and years of experience teaching or years of experience in mentoring
Middle School Teachers' Perceptions of the Implementation of Social Emotional Learning
No full textThe purpose of this quantitative research study was to explore Pennsylvania public middle school teachers’ perceptions of Social Emotional Learning (SEL), knowledge level of SEL, and level of collaboration to implement SEL lessons at the middle level. This quantitative research study employed a correlational survey design. Data was collected through an online survey that has been adapted and reworded from Moulton and Gehlbach (2021) Panorama Social-Emotional Learning Survey to address the perceptions of middle school teachers. The results of the research study indicated a statistically significant strong positive correlation between SEL implementation and SEL knowledge and attitude. This result implies that a teacher’s level of SEL implementation is directly related to the degree of SEL knowledge and attitude teachers possess. Statistically significant strong positive correlation between SEL knowledge and attitude and professional interactions was identified. An increase in professional interactions among teachers lead to an increase in SEL knowledge and positive attitude about SEL. The results indicate a statistically significant strong positive correlation between professional interactions and SEL implementation. An increase in professional interactions between teachers lead to an increase in SEL implementation by teachers. The results varied among teachers depending on the specific grade(s) level they taught. The results repeatedly showed that the perceptions of teachers who taught grade 8 or those who taught a combination of grades 6, 7, and 8 had significantly higher measures than those teachers who taught solely grade 7. Teachers who taught on a team had significantly greater professional interactions than those teachers who were not part of a team. The results indicated that there were high levels of professional interactions of teachers who taught grades 6, 7 and 8 and who were on a team as compared to the lowest levels of professional interactions of the teachers who taught grades 7 and 8 who were not on a team. This quantitative research study will benefit middle school educators in planning and implementing effective SEL lessons that utilize a teaming model to best meet students’ social and emotional needs
A Comparative Study of Kindergarten Teachers' Perceptions of Student Readiness
No full textThe purpose of this quantitative comparative study was to explore kindergarten teachers’ perceptions of student readiness. The factors that impacted readiness when students entered kindergarten had not been clearly and consistently identified. The study extended research on factors associated with kindergarten student readiness and included teacher school district location and teacher experience. The population affected by this study included the general population of kindergarten teachers working in urban, suburban, and rural public school districts in Pennsylvania.
Data collection procedures included the utilization of a survey tool (Appendix A) administered via a Google Form that was emailed to kindergarten teachers who worked in urban, suburban, and rural public school districts located in Pennsylvania. The collected data was imported from the Google Form and entered into the Statistical Package for the Social Sciences (SPSS) for analysis. The variables were analyzed using a Two-Way Analysis of Variance. The kindergarten student readiness factors considered to be important by kindergarten teachers were analyzed utilizing a One-Sample t-Test. The analysis identified that there was a significant difference in teachers’ perceptions of readiness compared to teacher school district location. Additionally, there were student readiness factors indicated that kindergarten teachers considered to be important or not to be important.
The results of the research findings indicated that urban kindergarten teachers’ perceptions were significantly higher than rural teachers’ perceptions of student readiness. This finding indicated that urban kindergarten teachers expressed greater perceptions on student readiness than rural kindergarten teachers. Research findings indicated there was not a statistically significant difference in teachers’ perceptions of student readiness between novice and experienced kindergarten teachers nor a significant interaction effect of school location and kindergarten teachers’ experience on the perceptions of school readiness. Research indicated thirteen student readiness factors there were statistically significant as indicated by kindergarten teachers.
Conclusions of the research study included providing a better understanding and awareness of the factors that contributed to kindergarten teachers’ perceptions and beliefs about student readiness
Effective Pennsylvania Instructional Leadership: Teacher Supports and Structures Enabling Differentiated Instruction Within Standardized Aligned Curriculum
No full textThe aim of this qualitative, multiple case study was to uncover the teacher supports and structures implemented by effective instructional leaders in Pennsylvania to differentiate instruction within the Common Core State Standards/PA Core. Three elementary schools in Pennsylvania represented one case. Each school was chosen based on strict criteria on academic achievement and diversity factors using the website Niche.com (2021) and data from the Pennsylvania Department of Education (PDE; n.d.). The participants included principals who are referred to as the instructional leaders, and three teachers from each school in Grades 3-5. Data collection included interviews, observations, and a document analysis. Triangulation was used to analyze the data from the three cases and data sources. The Principal Information Management Rating Scale (PIMRS; Hallinger, 2011) was used as the conceptual framework for determining the roles and responsibilities of an effective instructional leader. This framework provided a lens for analyzing the data. The three dimensions of the PIMRS include defining the school mission, managing the instructional program, and developing the school learning climate. The analysis revealed four thematic findings based on the commonalities across cases. These thematic findings included multilayered support, a differentiated instruction (DI) mindset, shared leadership, and multiple perspectives. One of the key findings revealed that the multilayered support included instructional coaches and/or expert teachers, structured collaboration time with colleagues, programs aligned to the standards that offer tools for differentiation, ongoing professional development for the programs, and peer-to-peer observations. Structures were created using student-centered-decision-making and flexible thinking to meet the students’ individual needs. Data-based small group instruction was embedded throughout the school day. Instructional leaders were aware of their teacher’s proficiency level in DI, and teachers and instructional leaders continually looked at data to update instructional practices. The last finding supported the idea that the instructional leaders were able to draw from multiple experiences to employ a global perspective when making decisions and supporting teachers
Exploration of First-Generation Immigrant Teachers' Perceptions of Cultural Awareness, Cultural Competency, and Cultural Responsiveness
No full textThis research study explored the perceived impacts of acculturation on first-generation immigrant teachers and their perceptions of cultural awareness, cultural competency, and cultural responsiveness. Ladson-Billings (1995) states that educators' ethnic backgrounds can profoundly impact student education. This study used acculturation as a lens to view Teachers' need to understand students' learning styles, including addressing student needs in a culturally aware, competent, and responsive manner. The complexity of culture and the process of acculturation impacts how first-generation immigrant teachers develop their cultural awareness, competency, and responsiveness. Building on the theory that teachers must be culturally aware and competent to instruct students with culturally responsive pedagogy, this study explored the lived experiences of first-generation immigrant teachers working in American schools. This study explored various perspectives, including the participants' perspectives on the role of acculturation in their work environments and of their cultural awareness, competency, and responsiveness, in their instructional practices. v This exploratory study employed qualitative methods to understand the phenomena of acculturation and the perceptions of first-generation immigrant teachers working in American schools. This research explored the research question: "How does the acculturation of first-generation immigrant teachers influence their beliefs about cultural awareness, cultural competency, and cultural responsiveness?" and the sub-question: "How has the school community influenced teachers' acculturation and their beliefs about cultural awareness, cultural competency, and cultural responsiveness?" This research created an understanding that provides school administrators with information about first-generation immigrant teachers' acculturative interactions in American schools. Additionally, school leadership can use this study to guide teachers to develop cultural awareness, cultural competency, and cultural responsiveness through the understanding of cultural perspectives of first-generation immigrant teachers
Educators' Perceptions of Hybrid Grading: A Case Study
No full textThis research study explored the perceptions of educators using a hybrid grading system that reported on both a student’s product grade and process grade. At the time of this study, literature on grading had shown that providing multiple grades on student performance provided clearer and more accurate feedback on student performance in class (Guskey, 2015). Single grades can become a “hodgepodge” of meanings that provides unclear and muddied interpretation of what a student knows and is able to do (Brookhart et al., 2016). By separating grades to isolate academic achievement from the process skills that are used in the classroom provides more specific and accurate representation of students’ knowledge and skills (Guskey, 2015). The previous scholarly literature on this grading method has been based on theory and little is known about the perceptions of educators using this grading system in practice and how a hybrid grading system influences educators’ instruction and student achievement. The purpose of this study is to better understand the perceptions of teachers and administrators using a hybrid grading system and how their approaches to instruction and understanding of student learning are influenced using this grading structure. A qualitative exploratory single case study design was used to be able to understand the v perceptions of the participants using this grading method. Data was collected by analyzing district documents and conducting one-on-one interviews with classroom teachers as well as building and central office administrators who led the grade reform initiative. The findings of this study showed mixed perceptions from the educators. Those who found value in the grading system saw benefit in the feedback that they provided students and greater opportunities for higher student achievement. Those who did not value the system viewed it as time consuming and having negative effects on student performance. The results of this case study contribute to the existing body of knowledge on grading systems. It provides insight for schools considering a change to the hybrid system and guidance on the development and implementation process
The Impact of COVID-19 on High School Principals’ Technology Leadership in Southeast Pennsylvania
No full textWhen schools across the United States suspended in-person instruction in an attempt to mitigate the spread of what would become the Covid-19 pandemic, many school districts implemented continuity of education plans that relied on the use of technology. This sudden shift in the method of delivering education has the potential to have lasting impacts on how technology is used in schools. As the primary instructional leader and technology leader, the school principal is responsible for guiding their school through the change process. With the ISTE Standards for Education Leaders as a conceptual framework, this mixed methods study utilized an explanatory sequential approach to investigate the current levels of high school principal technology leadership in Southeast Pennsylvania and explore how the Covid-19 pandemic has impacted principal technology leadership. The quantitative data was collected by administering the Education Leaders Technology Survey instrument to 35 participants, and the qualitative data was collected through semi-structured interviews with 10 participants. Results indicated that there is a positive correlation among each of the technology leadership behaviors and activities outlined in the ISTE Standards, with the highest levels in the areas of empowering leader and visionary planner. There was not a significant difference in principals’ technology leadership based on demographics except for school location. Principals in urban schools reported significantly higher levels of visionary planner than v those in suburban and rural schools. Principals in urban schools also reported significantly higher levels of connected learner and systems designer than those in suburban locations. The qualitative data analysis indicated that schools increased their focus in the area of empowering leader and visionary planner since the pandemic and that principals’ technology leadership significantly shifted toward empowering leader with increases also evident in the areas of visionary planner, systems designer, and connected learner. Further implications of this study include the need to increase professional growth in the area of connected learner and to emphasize the principal’s role as a systems designer and an empowering leader who promotes teacher leadership and agency
Impact of Trauma Informed Professional Development on School Climate as Perceived by Public Elementary School Teachers (K-6) in Pennsylvania
No full textThe purpose of this quantitative study was to gain an understanding of the impact trauma informed professional development has on Pennsylvania public school elementary teachers’ perceptions of school climate. The extent to which trauma informed practices have influenced elementary teachers (K-6) perceptions of school climate is not known. Elementary teachers are tasked with meeting the diverse needs of students inside the classroom, however, there are many factors and situations which occur outside of the school setting affecting the lives of students. The influence of trauma is well documented; having significant negative effects on student success and growth both academically and social emotionally (Substance Abuse and Mental Health Services Administration [SAMHSA], 2020). Additionally, the effects of trauma directly influence the educational setting, as student behaviors and additional needs manifest themselves in the classroom (Felitti et al., 1998). For this reason, teachers must have the ability to identify these factors early and then effectively support those students through the use of trauma informed practices (Felitti et al., 1998).
Data collection for this study was conducted using a survey tool administered through a Google Form (Appendix A). All participants were public elementary school teachers (K-6) who taught in south central Pennsylvania. Acquiring perceptual data surrounding elementary teachers’ beliefs on school climate as it pertains to trauma informed practices professional development, course work, and school policy were obtained. Gathering and interpreting real-time data from this study helps to better understand how teachers have interpreted their trainings and if their overall perceptions of their own educational practices have been altered as a result. Additionally, this study provides a means toward impacting future policy and practice changes needed for both educators and educational policy makers.
The results of this study indicated public elementary school teachers (K-6) perceive trauma informed professional development as impactful on school climate, particularly as it relates to a teachers’ knowledge, competency, and overall effectiveness itself. Research findings did not produce a correlation between years of teaching experience and perceptions of trauma informed professional development on school climate. Additionally, this study was able to identify that if teachers do in fact feel properly prepared through effective professional development and training on trauma, a prediction on their perceptions of school climate can be made. Lastly, research indicated the specific grade level taught by a teacher is not statistically significant in altering perceptions of school climate and trauma informed professional development. Overall conclusions of this study included understanding the specific factors that influence public elementary teachers' perceptions of school climate and trauma informed professional development