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A Comparative Study of Teacher Autonomy and Job Satisfaction in Charter Schools
No full textIt is not known to what extent teachers in CMO, EMO and independent charter schools are experiencing the autonomy they desire or whether their perceived level of autonomy contributes to job satisfaction. The purpose of this study was to quantify the experiences of teacher autonomy in the different types of charter schools and to understand whether charter school teachers are experiencing the autonomy they desire. The study also compared charter school teachers' perceptions of autonomy with their overall job satisfaction. The study used two surveys Teacher Autonomy Scale (Pearson & Hall, 1993) and the Minnesota Satisfaction Questionnaire (Weiss, Dawis & England, 1967). This study utilized a correlational design to explore relationships and predictions among the variables. This study was based on a total sample size of 107 charter school teachers from Pennsylvania, Delaware, and New Jersey. The findings showed a positive correlation between teacher autonomy and job satisfaction. Therefore, teachers with higher autonomy had higher job satisfaction and vice versa. It was also concluded that there is statistical significant correlation between the variables. The findings also showed teachers in EMOs had more autonomy than teachers in independent charter schools
Administrators' Perceptions Regarding the Influence of the Danielson Framework on Teacher Hiring Practices
No full textThis qualitative case study explored the perceptions of hiring administrators in a suburban Pennsylvania school district regarding the influence of the Danielson Framework for Teaching (DFT) on the district teacher hiring practices. At the time of this study, research had shown that, out of all other factors, teachers had the largest influence on student achievement (Cohen-Vogel, 2011; Donaldson, 2011; Gershenson, 2016; Nilsen & Giftasson, 2016; Sanders & Horn, 1998). Because of this, it is important that hiring decisions are made by administrators who are knowledgeable of the traits to look for in potential candidates (Bourke & Brown, 2014; Cohen-Vogel, Little & Fierro, 2019). Additionally, at the time of this study, there was a gap in the current research on hiring and the connection between the specific criteria used to hire teachers and the criteria used within the DFT to evaluate those same teachers (Powers, 2016).
Hiring administrators in the participating district participated in focus group discussions and interviews to collect data about their perceptions on the hiring process. As a result, the researcher discovered that the focus group participants perceived limited connections to the DFT within the hiring process. Some connections to the DFT existed in questions that were used in the early rounds of teacher interviews. The district central office administrator interviews showed more connection to DFT as it related to the use of demonstration lessons used in the later rounds of interviews. Additionally, the research has shown that there are some components of the DFT that hiring administrators use when making a decision on which candidates they prefer.
The results of this case study contribute to the existing body of knowledge on teacher hiring processes. The findings offer valuable insight for districts attempting to build connections between the hiring and evaluation processes. For the participating school district in particular, the results of this study provide integral information and implications for creating an efficient and informed hiring process that is an integral component in acquiring effective teachers
The Impact of Mental Health Literacy Training on Mental Health Knowledge and Attitudes, Relationships, and Workplace Meaning and Purpose
No full textThis quantitative study investigated the relationship among mental health literacy training, mental health knowledge and attitudes toward mental health, teacher-student growth- fostering relationships, and workplace meaning and purpose (spirituality at work) in secondary teachers. Three subscales for mental health knowledge and attitudes toward mental health were investigated: Mental Health Knowledge, Perceived Stress, and Personal Stress (attitudes towards mental health/stigma). Three subscales of growth-fostering relational characteristics fundamental in Relational Cultural Theory were analyzed and included: Empowerment, Engagement, and Authenticity. Three subscales for workplace meaning and purpose (spirituality at work) were investigated and included: Conditions for Community, Meaning at Work, and Inner Life. A sample of 96 secondary school teachers from a large urban/suburban school district in the United States' southeast region was investigated before and after mental health literacy training. Quantitative methods were utilized to examine these variables, along with a quasi-experimental non-equivalent control group pretest-posttest design. The analysis concluded a statistically significant increase in mental health knowledge after mental health literacy training. It was also found that there are statistically significant positive correlations on post-test measures for growth-fostering relationships and workplace meaning and purpose. The findings in this study suggest that teachers who participate in a mental health literacy intervention improve in mental health knowledge, growth-fostering relationships, and workplace meaning and purpose (spirituality at work). Findings suggest that future research on teachers' mental health literacy training should include teachers across multiple school levels, demographics, and subjects taught, particularly without the substantial research obstacles present in this study
A Correctional Study on the Degree of Forgiveness Among Women Who Have Experienced Marital Infidelity
No full textThe purpose of this study was to expound on the research on forgiveness related to divorced women who have experienced marital infidelity. Building on existing work on women and divorce, it asks the question: What degree of forgiveness can women attain who have been divorced due to infidelity? It also addresses the questions: to what degree, if any, do the number of children cared for, age, ethnicity, level of education, economic status, and religious affiliation correlate with the respondents’ degree of forgiveness as measured by the Enright Forgiveness Inventory (EFI)?
Based on a review of the literature and the Enright Forgiveness Model theory, a survey was distributed across the U.S. to a group of women: 17.5% of the participants graduated from high school, 38.8% graduated from college, and 43.7% had a graduate education, with 92% of the respondents stating they had children, and 8% reporting they did not have children. Analysis of the responses demonstrated that older participants who have experienced infidelity are more likely to forgive. In terms of the EFI's total score, African American divorced women scored higher than Caucasian divorced women. Further research is needed to identify other factors that determine why younger women and Caucasian women are less likely to forgive. Mental health and pastoral professionals can use this study's results to help identify and address the degree of forgiveness their clients may be experiencing. Future research could include men who have experienced marital infidelity
Spiritual Integration and EDMR: Exploring Psycho-Spiritual Synthesis in the PTSD and SUD Community
No full textSpirituality is becoming a focus in health and wellness forums today due to its valuable
contribution to recovery from mental health problems such as trauma and addiction. Because of Eye Movement Desensitization Reprocessing (EMDR)’s transpersonal properties, along with its ability to create psycho-spiritual synthesis in patients, EMDR and spirituality are recognized in the Posttraumatic Stress Disorder/Substance Use Disorder (PTSD/SUD) communities as important resources for recovery. The literature demonstrates that EMDR is a powerful neuro-bio-psycho-spiritual transpersonal therapy that desensitizes traumatic memories and processes information neurologically while balancing physiological systems in the brain and body. EMDR addresses a person as a “whole” (all the parts of being) and thus is able to promote psycho-spiritual synthesis in clients, as this research study supports. Psycho-spiritual synthesis involves a process of personal growth that incorporates spirituality with the other dimensions of being (physical, psychological, and neurobiological). By promoting psycho-spiritual synthesis, EMDR serves as a valuable transpersonal resource for healing for the PTSD/SUD patient.
This study examined whether twelve sessions of EMDR contributed to psycho-spiritual synthesis in a sample of 30 PTSD/SUD patients. This topic needed further exploration since little to no quantitative research was discovered. This research explored the impact of EMDR on: (1) Daily Spiritual Experience (DSE); (2) Spiritual Wellness (SW); and, (3) Subjective Units of Distress for a sample of patients that suffer from the symptomology of PTSD who are being treated for a SUD in order to determine if psycho-spiritual synthesis was taking place. Experimental quantitative data were collected to compare the mean scores of pre- and posttest measures. Normative data from the convenience sample was included for PTSD/SUD patients
who attended an IOP in a SUD facility at the time the research was conducted. Demographic data from the convenience sample were also included. It was pre-determined (by the researcher) that twelve administrations of EMDR would demonstrate a patient’s transpersonal psycho-spiritual synthesis from pre- to posttest measures. A Post Analysis was conducted to assess any change in answer to Q16 (Appendix C). The answer to this question was also significant for the research study.
The outcome of this study revealed EMDR as a transpersonal therapy that facilitates psycho-spiritual synthesis which allows patients to intrinsically evolve from the effects of trauma and addiction and support them as whole persons (versus disjointed parts of one’s self). Few therapies can claim such multi-dimensional levels of healing
A Phenomenology of the Recruitment and Retention of Principals in Urban School Districts
No full textIn today's society where there is an acute focus on school accountability and broad expectations around student outcomes, effective school leadership has become a priority in education (Dhuey & Smith, 2014; Mendels, 2012). Framed by the principles of Sustainable Leadership (Hargreaves & Fink, 2006) and Visser and Courtice's (2011) model for Sustainable Leadership, this qualitative phenomenological study explored the lived experiences of 15 principals; five current novice principals (5 years or less experience), five current post-novice principals (more than 5 years of experience), and five novice principals who left the position or urban district within the first 5 years on the job. The principals were either currently serving or had served in public or charter schools in urban districts within Southeastern Pennsylvania.
This study investigated the factors that may have determined why principals decided to enter into and then continue in or leave the principalship. By exploring novice and post-novice principals' experiences and perceptions, this study provided valuable insights into the factors that contributed to their recruitment and retention or attrition. Understanding the motivation to become and remain a principal, as well as principal departure, can inform system policy regarding principal recruitment, retention, and attrition.
Data were collected through individual, in-depth, face-to-face, semi-structured, open-ended interviews. The results of the data analysis identified themes among the 15 participants' responses: the value of leadership support, the importance of prior preparation and training, strategies to help novice principals cope with job demands, and the importance of distributive leadership and relationship building.
Principal turnover impacts the most challenging schools. In these schools, novice principals tend to have less experience and are usually less effective than novice principals at less challenging schools (Grissom & Bartanen, 2019; Steinberg & Yang, 2019). Based on the experiences of the novice principal participants in this study, the following reasons may contribute to principal recruitment and retention: lack of mentoring and leadership support; lack of appropriate training and ongoing, appropriately targeted professional development; and challenges with building support teams and coping with the demands of the job.
Keywords: novice principals in urban districts, post-novice principals, sustainable leadership, recruitment, retention, attritio
A Comparative Study of Teachers' Perceptions of Principals' Instructional Feedback and Teacher Self-Efficacy
No full textLimited research is available regarding teacher self-efficacy in relation to the feedback provided by a teacher’s principal following evaluation. The problem addressed was the determination of teachers’ perspectives of the accuracy of the evaluations by principals and the implementation of recommendations based on teacher self-efficacy. It was not known if and to what extent the teachers’ perceptions of the accuracy of feedback provided by Pennsylvanian school principals in relation to evaluations and recommendations for teacher instructional improvements were implemented based on teacher self-efficacy. A quantitative analysis was used to assess this perception.
Testing the hypotheses showed that a significant relationship between teachers’ perceptions of the accuracy of feedback they receive from principals and self-efficacy in relation to the likelihood of implementation of the recommendations was found. The mean of principals’ feedback was significantly greater than the mean of teachers’ self-efficacy. Moreover, no significant differences were found in teachers’ perceptions of the accuracy of the feedback they received from principals by gender, by teaching experience, by educational qualifications, or by teacher grade levels. Yet, there was a significant difference in teachers’ perceptions of their self-efficacy among teaching experience. Teachers who had more experience, expressed greater self-efficacy. Finally, no significant differences were found in teachers’ perceptions of their self-efficacy by gender, educational qualification, and teacher grade levels
A Study of the Perceptions of Special Education Administrators and Teachers on the Use of the Danielson Framework for Teaching as an Evaluation Method for Self-Contained Special Education Teachers
No full textThe purpose of this quantitative comparative study was to identify and compare the perceptions of administrators and special education teachers in self-contained classrooms in three areas: the effectiveness of the Danielson Framework For Teaching (FFT) as an evaluation tool for special education teachers in the state of Pennsylvania, the importance of including components deemed essential by the Council for Exceptional Children (CEC) in the evaluation of special education teachers, and the evidence of the inclusion of the CEC components in the Danielson FFT. A purposive sampling of Intermediate Unit administrators and special education teachers in self-contained classrooms in the state of Pennsylvania was the focus of this study. Quantitative data was collected via a web-based survey through Survey Monkey that collected both demographic and perception data using the Administrator/ Teacher Perceptions of the Danielson Framework for Teaching tool. A review of literature found that each state has the autonomy to choose its own evaluation method and modify the tool to best fit the needs of that state, but there were no studies conducted on the perceptions of administrators and special education teachers in the state of Pennsylvania.
The sample consisted of 56 administrators and 76 special education teachers from 19 Intermediate Units in the state of Pennsylvania. The survey was administered in the fall of 2019. The variables in the study were the perceptions of the effectiveness of the Danielson FFT, perceptions of the importance of including the components deemed essential by the CEC in an evaluation of special education teachers, and the perceptions of the evidence of the inclusion of those components in the Danielson FFT. Administrators’ and special education teachers’ perceptions were measured using the Administrator/ Teacher Perception of the DFFT. A One-Way ANOVA test was conducted on each of the variables, and the means of each group
(administrators and special education teachers) were compared.
There was no statistically significant difference in the perceptions of administrators and special education teachers on the overall effectiveness of the Danielson FFT. Both groups agreed that the Danielson FFT is not an effective evaluation method for special education teachers. There was a statically significant difference in perceptions of administrators and teachers on the importance of including in evaluations components deemed essential by the CEC. While both groups agree that is important to include the components deemed important by the CEC, teachers’ perceptions were stronger than perceptions of administrators. Additionally, there was a statistical difference in the perceptions of administrators and teachers on the evidence of the inclusion of the CEC components in the Danielson FFT. While both groups do not see the evidence of the components deemed important by the CEC, administrators see slightly less evidence than teachers.
Keywords: Danielson Framework for Teaching, Special Education, Teacher Evaluation, and Council for Exceptional Childre
An Exploration of How a Mandatory Mentoring Program's Components Help or Hinder Mentoring Relationships
No full textDating back to Greek mythology, mentoring was used as a form of advisement, which described mentoring as a relationship where a more experienced person provides support and guidance to a less experienced person (Sharpe, Nikolaos & Abrahams, 2016). Mentoring has since evolved in usage and can be used as an intervention to support the growth and development of at-risk students (Dutton, Deane, & Bullen, 2018). Mentoring relationships are used to support at-risk students through instruction, encouragement, and guidance in mentoring programs (Gettings & Wilson, 2014). The quality of mentoring programs is contingent on the success of mentoring relationships. To that end, studies have been conducted to better understand the components of mentoring programs (Angus & Hughes, 2017; Kremer, Maynard, Polanin, Vaughn, & Sarteschi, 2015; McDaniel & Yarbrough, 2016; McDaniel, Yarbrough, & Besnoy, 2015; Williams, Barnes, Holman, & Hunt, 2014). Although various components of mentoring programs were explored, little is known about how the components of a mandatory mentoring program for at-risk students support mentoring relationships. The purpose of this qualitative case study was to explore how the components of a mandatory mentoring program helped or hindered the establishment of secure mentoring relationships. This single case study was conducted over
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two consecutive years. Focus groups, individual interviews, and a document analysis were used to collect data from mentors, mentees, and administrators of a mandatory mentoring program for at-risk students at a high school in the United States. The findings of this study revealed that the following components helped foster mentoring relationships: mentor recruitment, the topics discussed during informal mentoring sessions, and stakeholders having a shared responsibility to support the mentoring relationship. While there were components of the mandatory mentoring program that helped mentoring relationships, the following components hindered mentoring relationships: a lack of formal protocols for data, collection, a lack of training opportunities for staff and students, mentor availability to support mentees, and social-emotional support for mentees
The Impact of Career and Technical Education Programs on Students Identified with Emotional Disturbance
No full textThe purpose of this exploratory sequential mixed methods case study was to gain an understanding about the impact that Career and Technical Education (CTE) programs have on high school students who are identified with Emotional Disturbance (ED). This case study examined the student-participants’ level of academic engagement in two
different settings in school including a CTE lab setting and an academic classroom setting. This study also explored how students with ED believe that their educational experience was impacted by being enrolled in a CTE program. Students with disabilities who complete coursework in a CTE program are more likely to graduate high school on time compared to students with similar disabilities who do not complete coursework in CTE (Samuels, 2017). Data for this study was collected through in-person, semistructured, open-ended interview questions of 12 purposively selected students who were
identified with ED. All student participants were enrolled in one of two CTE high schools located in Southeastern Pennsylvania. Data collection also included a survey, using a Likert scale format, of the CTE teachers at the same CTE schools. Follow up semistructured, open-ended interviews with CTE teachers were also conducted. Data was also
collected using researcher observations of 30 students who were identified with ED in both a CTE lab setting and in an academic classroom setting.
Correlation coefficients were computed for the mean percent of time students were on-task in the CTE lab setting and in the academic classroom setting. The
correlation coefficient was statistically significant and indicated that there was a positive linear relationship between the percent of time on-task in the two settings. A Paired Samples t-test rejected the null hypothesis that that there was no significant difference between the mean percent of time on-task in the CTE lab setting and the academic classroom setting at .05 level of significance. The results indicated that the mean percent of time on task in the CTE lab was significantly greater than the mean percent of time on task in academic classroom setting