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Crisis Leadership: Pennsylvania Public School Superintendents’ Self-Assessments During the COVID-19 Pandemic
No full textThe purpose of this quantitative, non-experimental study with a survey design was to examine Pennsylvania public school superintendents’ perceptions on their performance of the ten executive tasks of crisis management identified by Boin, Kuipers, and Overdijk (2013) during the COVID-19 pandemic. Additionally, this study sought to investigate the differences between the superintendents’ perceptions on their performance of the ten executive tasks of crisis during the COVID-19 pandemic and the location of the school district, gender of the superintendent, and years of experience as superintendent. The ten executive tasks of crisis management identified by Boin et al. (2013) are early recognition, sense-making, making critical decisions, orchestrating vertical and horizontal coordination, coupling and decoupling, meaning-making, communication, rendering accountability, learning, and enhancing resilience. Quantitative data was collected through a web-based survey via SurveyMonkey. The survey collected demographic data and used the Superintendent’s Survey for Crisis Leadership (Kitamura, 2019) to measure superintendents’ perceptions. Data collected was analyzed using Analysis of Variance (ANOVA) tests to answer the first three research questions and a Pearson Correlation Analysis of data to answer the fourth research question. The findings of this study revealed that superintendents in a school v district from an urban locale have a greater perception on their performance of making critical decisions than superintendents from rural and suburban locales. The second conclusion found that superintendents leading a school district in a rural locale have a higher perception on their performance than those superintendents from a suburban locale for the crisis task of learning. The third conclusion found that both male and female superintendents’ perceptions of their performance based on the ten executive tasks of crisis management are similar. The fourth conclusion found that female superintendents in an urban locale have a greater perception on their performance of rendering accountability than male superintendents in an urban locale. A fifth conclusion found a relationship between the total number of years of experience as superintendent and the superintendents’ perception of performance on crisis tasks, sense-making, coupling and decoupling, meaning-making, and rendering accountability. The sixth and last conclusion from the study revealed a relationship between more years of experience as superintendent in their current school district and the superintendents’ perceptions on their performance of communication and rendering accountability
The Effect of Gender and Location of Superintendents on Their Use of Twitter Chats
No full textThis quantitative comparative study determined if there are differences in how
male and female superintendents use Twitter chats as a Community of Practice (CoP)
through sharing, valuing, and influencing. The study looked for differences in the way
urban, suburban, and rural superintendents use Twitter chats as a CoP through sharing,
valuing, and influencing. Quantitative data was collected through a database extraction of
all tweets included in six #Suptchat Twitter chats. The interactions during the Twitter
chat were coded into categories for sharing, valuing, and influencing.
An analysis of the data was conducted for the independent variables of gender
(male and female) and geographic location (urban, suburban, and rural) for all
superintendents involved in the chats. The dependent variable of interactions in the
categories were compared based on the independent variables using Two-Way
MANOVA. Results were analyzed to determine if differences exist in the way
superintendents interact in Twitter chats as a CoP.
The analysis showed that Twitter chats are a advantageous networks for female
superintendents. A literature review found that female superintendents are often at a
disadvantage when engaged with in-person networking. This study found no significant
difference between the genders for sharing and influencing. There was a significant
difference in the way the genders value the contributions of others during the chats.
Females value others’ contributions significantly more than do males.
The second question examined differences between how urban, suburban, and
rural superintendents participated in chats through sharing, valuing, and influencing. The
study found a slightly higher number of influencing interactions from the suburban
superintendents than those from rural and urban districts. There were no significant
differences between the geographic locations for sharing and valuing. There were also no
significant differences for the interaction of gender and location.
In conclusion, Twitter chats are a valuable networking opportunity for female
superintendents to share expertise and exert their influence in the CoP, which is not
always the case with in-person networking. Additionally, female superintendents value
the chat contributions of others more their male counterparts. The suburban
superintendents also have more influence during the chat than both the urban and rural
superintendents
An Examination of the Factors Behind College Choice for Division III Student - Athletes
No full textThis quantitative study examined the factors related to college choice for current NCAA Division III student-athletes. The study utilized a survey instrument for data collection to help determine which factors were most influential, and to what degree of influence the factors had, in the college choice process for these student-athletes. The researcher reviewed the demographic variables of gender, socioeconomic status, sport, ethnicity, and transfer status to explore their potential effect on college choice.
Student-athlete college choice has been explored in the past, but there is a lack of focus on the Division III level. Athletic aid is not permitted at the NCAA Division III level, which makes these student-athletes a unique subset from their Division I and Division II counterparts. Data collection included the electronic administration of a survey. The survey was sent to all 446 NCAA Division III athletic directors, with the request to pass along to their student-athletes.
This study aims to contribute to the body of literature on student-athlete college choice, social exchange theory as it relates to athletics, and NCAA Division III athletics. Findings from this study may be used by school administrators, coaches, and enrollment
managers in order to recruit more efficiently and increase retention rates for student-athletes.
The findings from this study support that coaches, athletic administrators and institutional enrollment managers should give considerable weight to the eight college choice factors that emerged as the most influential among NCAA Division III student-athletes. The emergence of these factors is consistent with the theoretical framework of social exchange theory and college choice theory.
The findings from this study also support that the demographic variables of gender, socioeconomic status, sport, ethnicity, and transfer status are also consistent with the theoretical framework of social exchange theory and college choice theory
A Qualitative Study of Secondary Co-Teaching Dyads' Preparation, Implementation and Administrative Support
No full textThis qualitative case study explored the methods of how one Mid-Atlantic
suburban school district implemented the inclusive practice of co-teaching at the
secondary level to examine its effectiveness. Two high schools were evaluated through
interviews with co-teachers who implemented this inclusive practice and administrators
who supervised and evaluated them. Participants included six co-teaching dyads and
three administrators who were responsible for supervising and observing specific dyads.
Co-teachers’ perspectives and insights were conveyed through interviews that shared
their experiences, best practices and administrative support. Supervising administrators
shared how they supported and evaluated their dyads through interviews.
Analyses supported a need for ongoing professional development to aid coteachers’
collaborative efforts and revealed best practice that could help create a
comparable framework to share the roles and responsibilities more equitably to build
interdependent relationships. Analyses from this research study revealed that
administrators needed professional development to provide effective guidance, support
and feedback for their co-teaching dyads as they collaboratively co-instructed using the
various models of co-teaching.
Keywords: Co-teaching, teacher attitudes, teacher perception, professional development,
inclusion, co-teaching model
The Effects of Secondary Traumatic Stress on Educators
No full textThe purpose of this quantitative research study was twofold. First, this study obtained further evidence supporting the notion that public school educators in Pennsylvania are experiencing symptoms of Secondary Traumatic Stress (STS). Second, there was a need to fill in the research gaps around the phenomenon of STS in education, particularly with respect to identifying how STS impacts teachers according to subject area and grade level taught. This research study explored the relationship that exists between grade level taught, subject taught, and the interaction of grade level and subject taught by teachers in K-12 public schools in Pennsylvania on their levels of STS.
The selected sample population consisted of certified Pennsylvania school teachers in grades Kindergarten through 12th grade. There were 277 participants in this study. The quantitative numeric data gathered in this study was collected using a Teacher Secondary Traumatic Stress Scale (TSTS) survey developed and used by Schepers (2018). The survey was administered electronically through Qualtrics and was cross sectional in nature with data being gathered at one point in time. A one way analysis of variance (ANOVA) was used to compare the outcomes.
Though this study did not find a statistically significant correlation between grade level taught and STS, subject area taught and STS, and a statistically significant interaction of grade level and subject taught on teachers’ level of STS, the results did confirm that teachers are experiencing the symptoms of STS. The findings of this study suggested that regardless of grade level or subject area taught, K-12 public school teachers in PA are experiencing moderate levels of STS
A Study of the Relationship Between Quality of Teacher Collaboration in Professional Learning Communities and Teacher Sense of Efficacy
No full textThis quantitative research study explored the relationship between the quality of teacher
collaboration in Professional Learning Communities and teacher sense of efficacy. The research
has demonstrated that collective efficacy and teacher sense of efficacy have direct impacts on
student achievement. Studies have found significant relationships between teacher collaboration
and collective efficacy. Some school districts have responded to that research by utilizing PLCs
to enhance collective efficacy and increase student learning.
Although the relationships between the quality of teacher collaboration and collective
efficacy have been explored in the research, at the time of this study there was little research into
the direct connection between teacher collaboration and individual teacher sense of efficacy.
Data collection for the study consisted of a combined survey delivered to teaching staff of
two suburban public school districts. The study used two survey instruments: the Teacher Sense
of Efficacy Scale (Tschannen-Moran & Hoy, 2001) measured teacher sense of efficacy using a
twelve-item scale, and the Teacher Collaboration Assessment Survey (Woodland, Minji, &
Randall, 2013) measured the quality of teacher collaboration in PLCs according to a forty-item
scale. The survey also included four demographic items: building, certification, age range, and
years of experience. Findings did not include significant correlations between scores in the two
survey instruments or the demographic items, nor was there a significant relationship between
the subset items and Teacher Sense of Efficacy. There were correlations between specific items
on both surveys.
Though the results of the study did not show significant connections between results on
the two instruments, it served as a first step in examining the relationship between quality of
teacher collaboration in PLCs and individual teacher sense of efficacy.
This study contributed to the existing body of knowledge about teacher collaboration and
teacher sense of efficacy. The findings offer information to schools and districts about the
characteristics and benefits of high-quality teacher collaboration and how that collaboration is
assessed
School-wide Positive Behavior Support and Intervention Implementation and Differences in Keystone Exam Performance Levels in Pennsylvania Public Secondary Schools
No full textPennsylvania schools are under pressure to meet academic growth and
achievement standards set forth by the Commonwealth. Due to these high-stakes,
schools are always looking for ways to improve academics to not only meet the needs of
students, but also the expectations put forth at the state level. The proposed research
study examined if a differences exist on Keystone Exam performance level scores in
secondary schools in PA implementing Schoolwide Positive Behavior Intervention and
Supports (SWPBIS) and those not implementing SWPBIS.
PA secondary schools that are implementing SWPBIS were selected using the
Pennsylvania Positive Behavior Supportive (PAPBS) Network recognition list from the
2018-2019 school year (PAPBS, 2019). Each year the PAPBS Network posts what
school in PA have successfully met the network’s criteria of implementing SWPBIS.
Keystone Exam performance level data was retrieved from the Pennsylvania Department
of Education’s website (Pennsylvania Department of Education, 2019). The scores were
retrieved for the 2019 school year, the most recent scores available. The results of the
study showed no statistically significant differences in Keystone Exam performance level
scores in secondary schools in PA implementing Schoolwide Positive Behavior
Intervention and Supports (SWPBIS) and those not implementing SWPBIS
Qualitative Intervention Study on Career and Technology Education Perceptions
No full textThe purpose of this research study was to understand the perceptions that parents
of middle school aged students have on career and technical education programs and
determine if there is an effective intervention strategy that can be utilized to impact those
parents with negative perceptions. Given the large shortage of skilled labor in the United
States, it is important for all parents, students, and educators to understand the need that
the CTE programs can fill by training students and adults to be skilled trades people.
This was accomplished through a qualitative intervention study. This qualitative
intervention research study was designed to collect data utilizing focus groups. Parents
of middle-school aged children, incoming CTE students, and tenth grade CTE students
were recruited for this study. Utilizing school district superintendents, the researcher
asked superintendents willing to participate with assisting in sending out a recruitment
message via their school district notification system to middle school parents only. Those
that participated were administered a survey to collect data on perceptions associated
with the CTE programs. The survey data was utilized to identify whether the participant
views CTE programs positively or negatively. This study only focused on the negative
perceptions. Those that had a negative view of CTE were randomly assigned a focus group. The researcher divided the focus groups into two categories: intervention and
non-intervention. The participants assigned to the intervention focus group will be asked
to view a video made by the researcher prior to the focus groups. This video contained
information about employment data, local salary information, student debt, and available
post-secondary opportunities through enrollment at a CTE program. The focus group
data was then to be collected using direct statements and comments made by the
participants towards CTE programs before and after the intervention.
The researcher examined the results to determine if there are any observable
attitudinal differences between the intervention groups and the non-intervention groups.
Based on the outcome of the study, the researcher made recommendations on how the
problem statement could be better addressed in changing negative perceptions of parents,
students, and educators. The goal of this study was for the researcher to take the
information gained from the focus groups and develop effective strategies to reverse
negative perceptions towards CTE programs and potentially increase enrollment in CTE
which in turn may help fill the skilled labor shortage gap
What is the perceived effectiveness of a New Teacher Induction Program on Elementary teachers' professional self-efficacy?
No full textThe qualitative case study examined the self-reported experiences of elementary
novice teachers in a comprehensive induction program and its impact on their
professional self-efficacy. The study focused on three main areas in an induction
program, the perceived effectiveness of the offered professional development, the
mentor’s relationship with the mentee, and the novice teacher’s understanding of
Danielson’s Framework for Teaching (FfT). Participants in the case study were novice
teachers enrolled in the New Teacher Induction Program at the elementary level (K-5).
Other participants in the study included mentor teachers, district administration, and
building administration. The focus of the study recorded the self-reported experiences of
novice elementary teachers in their induction program and how the programming offered
influenced their professional self-efficacy. The findings of this case study assisted
elementary school leaders with creating more effective novice teacher induction
programming, which could result in higher levels of professional self-efficacy
Professional Development and the Novice Generation Z Educator
No full textMost of the research on Generation Z to this point has been collected pre-adult career and early-stage career, as by definition in 2021 the oldest Generation Z is approximately 26 years of age. Due to the limited research on Generation Z as novice educators, it is not known how this specific generation prefers to receive new learning, particularly in terms of delivery and implementation strategies as applied to their careers. Additionally, without research on current preferences related to learning design for Generation Z, opportunities to retain talented educators may be lost.
This phenomenological study addressed the need to further examine current professional development learning designs from the perspective of Generation Z novice educators. The goal was to inform processes, strategies, and environments that better meet the learning needs of Generation Z and therefore create conditions to increase the professional growth and satisfaction of current novice educators and impact educator retention.
The purpose of this study was to collect qualitative data from Generation Z novice educators about their personal experiences regarding professional development. The study was a phenomenological study consisting of qualitative surveys and follow-up interviews with selected candidates. The population for the study focused on Generation Z novice educators within the southeast region of Pennsylvania. A qualitative survey was used to reach a larger population and identify a study sample. From this initial data, individuals were selected to participate in semi-structured interviews. Analysis of data led to emergent themes regarding preferences of learning design, specifically in delivery, interactions, and personalization