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Qualitative Study: Brain Breaks in Primary School Classroom
No full textPurpose: The purpose of this qualitative phenomenological study was to identify and describe the brain break strategies used by exemplary primary grade teachers to support student learning for each of the three different types of brain breaks (breathing breaks, movement breaks, and mental breaks). A further purpose of this study was to identify primary teachers’ perceptions of which brain break strategies are most effective to support student learning.
Methodology: A phenomenological research design was used for this study. A qualitative method was used to collect data which included conducting semistructured interviews and observations with participants to gain information related to identifying, describing, and learning participants perceptions related to brain breaks.
Findings: Examination of qualitative data from the primary teachers participating in this study indicated various findings related to which brain breaks are the most effective to support student learning. After analyzing the themes that were coded from the interviews and observations, there were four findings and unexpected findings that describe specific brain break strategies that primary teachers use to support students and the brain breaks that primary teachers perceive as the most effective for support student learning.
Conclusions: Based on the findings related to the study, there were five conclusions identified from the themes and key findings in the research study. The conclusions support the three different types of brain breaks (breathing breaks, movement breaks, and mental breaks) strategies that are the most effective to support student learning. The conclusions also support the need to use variety of brain breaks that support the needs of learners.
Recommendations: There were many conclusions that were drawn from the findings from this study that led to implications for action. The implications support students with academic success in the classroom. All the implications support teachers by helping them build their repertoire of resources related to brain breaks. Furthermore, these resources will help teachers support students when they recognize that students need brain breaks to support learning
A Phenomenological Study of Social-Emotional Learning (SEL) Through COVID-19
No full textPurpose: This phenomenological study aimed to identify and describe the social-emotional learning (SEL) strategies used by elementary teachers in California before and during the shift to distance learning amid the COVID-19 pandemic. The study also sought to determine which SEL strategies were most effective in supporting students’ emotional well-being in a virtual learning environment.
Methodology: A qualitative phenomenological approach was used to explore the lived experiences of elementary teachers who implemented SEL strategies before and during the COVID-19 pandemic. Data were collected through 20 interview questions aligned with the research objectives to gain insight into effective SEL practices during virtual instruction.
Findings: Analysis of data from three school districts revealed key findings. SEL was essential for student development, promoting perseverance, self-regulation, and emotional growth. The COVID-19 pandemic highlighted SEL\u27s transformative role, with virtual tools to guide mindfulness, supporting empathy, self-awareness, and emotional regulation. SEL fostered adaptability, resilience, and problem-solving skills critical for online and traditional learning success. Findings emphasized the impact of home environments, with students from supportive households exhibiting more substantial emotional stability. The study highlighted teacher well-being and reflective practices fostered positive learning environments. A whole-child approach to SEL was encouraged, supporting student and teacher development to build resilient school communities.
Conclusions: The study concluded that SEL is a fundamental education component, emphasizing its transformative potential during the COVID-19 pandemic. The home environment significantly influenced students\u27 SEL development, encouraging a holistic approach to student success. Teacher well-being was identified as essential, as emotionally supported educators were better equipped to meet students’ needs. The study advocates for a whole-child approach that integrates SEL into daily instruction.
Recommendations: Future research should investigate the long-term effects of virtual SEL on student adaptability, self-regulation, and interpersonal skills. Studies should assess the effectiveness and accessibility of digital SEL platforms. Further research is needed on how professional development can support educators in SEL integration, especially in virtual learning models. Comparative studies on student perspectives and parental engagement in virtual SEL settings are recommended, along with examining the connection between SEL and teacher well-being. Developing standardized SEL metrics would support alignment across districts and states
Factors Influencing Teacher Retention in K-12 Public Schools in Rural Hawai’i as Perceived by K-12 Public School Teachers
No full textPurpose. This qualitative study aimed to identify and describe the factors influencing teacher retention in K-12 public schools in rural Hawai’i, as perceived by K-12 public school teachers examined within the framework of Mason and Matas’ (2015) conceptualization of four capital factors: human, social, structural, and positive psychological. Methodology. This qualitative study intended to identify factors that influenced teachers in rural Hawai’ian communities to remain in the profession. Convenience purposeful sampling was used to identify the nine teachers who participated in this study. The Four Capital Framework for Teacher Retention was used to guide the questions used in the interviews, which provided valuable information. Artifacts were reviewed to provide additional information related to the study.
Findings. Examination of qualitative data from nine teachers participating in this study indicated the impact of the capital elements of Mason and Matas’ (2015) framework on teacher retention within K-12 education in rural Hawai’i. Findings from this study include 19 themes, six key findings, six major findings, and three unexpected findings. Conclusions. Five conclusions were drawn from this study’s findings to describe the impact of the four capital elements of Mason and Matas’ Framework (2015) on teacher retention.
Recommendations. The findings from this study have led to three recommendations for further research to understand better teachers’ experiences in K-12 public education and how these experiences relate to teacher retention in Hawai’i. Further research could also include school principals and district—and state-level leadership to learn their experiences and perspectives on teacher retention
Personal Power Tactics African American Female Superintendents Employ to Overcome Four Identified Self-Sabotaging Behaviors
No full textPurpose: The purpose of this sequential explanatory mixed-method study was to identify and describe personal power tactics that African American female superintendents employ to overcome the four identified self-sabotaging behaviors from the Self Sabotaging Framework adapted from Lerner (2012), Ryder and Briles (2003).
Methodology: This study identified and described the lived experiences of seven female African American superintendents across the United States. This research design encompassed a sequential data collection method using an electronic survey instrument, followed by one-on-one interviews. Based on the quantitative and qualitative data, the researcher was able to triangulate data using the trends, categories, and patterns of four identified self-sabotaging behaviors: (a) Thinking Too Small, (b) Fear and Worry, (c) Holding Back, (d) Not Taking Time for Reflection.
Findings: Data analysis revealed that African American female superintendents engaged in various aspects of the four self-sabotaging behaviors. The findings illuminated the power tactics women used at the top executive seats in K-12 education. They employed the following power tactics: Take ownership of life experiences, Manage negative self-talk, Take advantage of opportunities, Focus on improving student outcomes, Reach out for help when needed, Are intentional about speaking the truth at the appropriate time, Draw strength from their community, Embrace their faith and prayer, and Focus on self-care, including mental health.
Conclusions: African American females participate in self-sabotaging behaviors throughout their leadership careers. However, with increased education about self-sabotaging behavior and the power tactics that can be used to overcome them, African American female leaders overcome these behaviors and successfully navigate their career paths. The number one power tactic identified in this study was building a power web of support.
Recommendations: Recommendations include leadership training for African American female leaders regarding studies on self-sabotaging barriers and overcoming power tactics. Research needs to be included in university credentialing programs and used by professional organizations as a catalyst to empower more African American female leaders into executive leadership. This study should be replicated to expand the sample size of African American female superintendents and other female racial groups
Returning to School after a Pandemic and the Lived Experiences of Rural High School Mathematics Teachers on Student Success
No full textPurpose: The purpose of this qualitative phenomenological methodology investigation was to examine and describe rural mathematics teachers’ lived experiences on the effects of the COVID-19 global pandemic on freshman students returning to school after being online for 2 years through the lens of Bandura’s theory of self-efficacy and serves as part of a thematic dissertation with each researcher focusing on different educators in the K-12 school system.
Methodology: Through qualitative methodology utilizing one-on-one interviews of nine rural high school freshman mathematics teachers with 5 or more years of experience before, during, and after the COVID-19 global pandemic, data was analyzed using the theoretical framework of Bandura’s theory of self-efficacy utilizing the variables: academic achievement, behavior, mindset, and social connections.
Findings: Data analysis from interviews with 9 rural high school freshman mathematics teachers from different school districts in San Bernardino County, California resulted in findings that align with Bandura’s (1977) theory of self-efficacy. The teachers showcased that their students’ self-efficacy and development were influenced by the environment impacted by the COVID-19 pandemic. All participants reported their student’s performance was impacted due to COVID-19 and more support was needed to assist their students.
Conclusions: These findings have significant implications for school districts and administrators to support and grow rural freshman student self-efficacy beliefs based upon data from rural high school mathematics teachers. The results are intended to inform district and school site leaders how self-efficacy beliefs are impacted by Bandura’s four sources of psychological information, and how to utilize this knowledge at the leadership level to provide better support for their students to develop resiliency and well-being throughout their high school career.
Recommendations: It is recommended that further qualitative research be conducted to continue to expand the understanding of rural high school student’s self-efficacy and the impact self-efficacy has on students. Further research should be conducted on African American/Black teachers in rural areas. In addition, further research should be done with quantitative data comparing rural vs urban districts post pandemic. Lastly, further research should be done utilizing a qualitative research design in urban areas and how the COVID-19 global pandemic impacted their student population
Help or Hindrance: Latinx College Graduates’ From STEM Majors Perceptions of University Culture Following Vincent Tinto’s Theoretical Framework of Student Persistence
No full textPurpose: The purpose of this phenomenological study was to explore how Latinx college graduates who have achieved STEM degrees perceive the culture of their university and the STEM program they were enrolled in as supporting or not supporting a Latinx college student’s persistence to graduation.
Methodology: A qualitative phenomenological approach was the methodology selected for this study. This phenomenological research captured and described the lived experiences of study participants through interviews and artifacts.
Findings: The findings of this research illustrate (a) Research participants all perceived that creating relationships with STEM program faculty was important in supporting them toward degree completion, (b) Building relationships with peers is necessary for students to commit to the goal of graduation, (c) Assimilating into the STEM culture was perceived as having a negative effect on participants’ confidence and self-esteem, (d) The support participants received from their family and Latinx affinity groups was pivotal in supporting them to graduation, (e) Participants perceived that joining Latinx affinity groups provided significant academic and social-emotional support for them, (f) Participants indicated that their parents and family motivated them to complete their education.
Conclusions: Five significant conclusions emerged from this research: (a) Latinx affinity support groups play an important role in the academic achievement, (b) STEM university faculty need to provide support and access to students from all cultures, (c) Competitive STEM program culture creates rejection and negative experiences that are detrimental to STEM program graduation rates, (d) Family support was overwhelmingly important to study participants, and (e) Affinity groups are an influential source of support for Latinx STEM students.
Recommendations: One recommendation is for universities to train STEM faculty in teaching pedagogy, communication strategies, active listening, cultural awareness, and individual bias awareness. Also, universities can provide social and cultural events that encourage faculty and peer engagement, mentorship, and socialization outside of the classroom environment. Additionally, universities should diversify their STEM faculty as well as offer smaller class sizes for prerequisite STEM courses
Returning to School After a Pandemic: K-12 School Mental Health Practitioners’ Perspectives Returning to School in Regard to Mindset, Behavior, Performance, and Social Connections
No full textPurpose: The purpose of this phenomenological study was to determine K-12 school mental health practitioners’ perceptions of their experiences working with students following the 2-year educational/social/emotional trauma of the COVID-19 pandemic with regard to the mental health practitioners’ mindset, behavior, performance, and social connections. Methodology: The researcher conducted a phenomenological study examining particular experiences of participants to understand their perspective during a phenomenon (McMillan & Schumacher, 2006). This qualitative study interviewed 12 school mental health practitioners who served in K-12 public schools after the pandemic in Los Angeles County, California. Semi-structured interview questions were used for data collection and aligned to Albert Bandura’s theory of self-efficacy. Findings: Examination of data from the 12 participants produced key findings aligned with Bandura’s (1977) self-efficacy theory and ecological systems theory because the changes in the mental health practitioners’ role required a change in mindset and self-efficacy as each individuals’ development was influenced by the environment and interacting systems (Cherry, 2023). According to social disruption theory, the pandemic impacted the safety and stability of individuals and social infrastructures (Arnold, 2012). Conclusions: The study conclusions indicate the mental health practitioners experienced rapid and extreme changes and an increase and amplification of their personal and role needs, which resulted in negative impacts on their self-efficacy. Participants engaged in self-care strategies to remain committed and focused to fulfill their role in K-12 education. Participants engaged in social connections to support their self-efficacy. Recommendations: Further research is recommended regarding how school districts are supporting school mental health practitioners
Benefits of Alternative Discipline Practices in Lieu of Exclusionary Discipline Practices According to Exemplary Public-School Elementary Principals (K-5/6) in Merced County, California
No full textBenefits of Alternative Discipline Practices in Lieu of Exclusionary Discipline Practices
According to Exemplary Public-School Elementary Principals (K-5/6) in Merced County, California by Mary Binion Andrews
Purpose: The purpose of this phenomenological qualitative study was to identify and describe the school-wide structural, academic, and social–emotional strategies exemplary elementary public-school principals (K-5/6) have found effective for addressing defiant and disruptive student behaviors.
Methodology: This phenomenological qualitative study identified and described 12 exemplary public-school elementary principals (K-5/6) in Merced County, California and their perceptions of alternative discipline practices used in lieu of exclusionary discipline practices. Respondents were purposively chosen based on specific criteria and recommends of an expert panel. The researcher interviewed the 12 participants and examined codes and themes in their replies.
Findings: Examination of phenomenological qualitative data from the 12 exemplary public-school elementary principals in this study indicated a variety of findings. First it was discovered that the need to build relationships with students was considered by the participants, to be more successful than adhering to a set disciplinary practice. The second discovery was that the importance of helping students identify the root of the issue, through the understanding of student history, participants felt was of much greater long-term value than focusing on a single incident.
Conclusions: The study supported the findings of the behavioral theorists cited in the literature review in that the significance of forming trusting relationships directly impacts student behavior.
Recommendations: Further research is recommended to determine to what extent allowing students time to deescalate and express their emotion aids in their emotional growth and wellbeing. It is further recommended that research is continued into best
practice relationship building methods with students of a variety of ages
Using Personal Power to Overcome Self-Sabotage
No full textPurpose: The purpose of this sequential, explanatory mixed methods study was to identify and describe personal power tactics that California female school superintendents employ to overcome the four identified self-sabotaging behaviors from the self-sabotaging framework adapted from Lerner (2012) and Ryder and Briles (2003). Methodology: This sequential, explanatory mixed methods study identified and described the power tactics that eight female superintendents in a Southern California public school used to overcome the top four self-sabotaging behaviors: thinking too small, fear and worrying, holding back, and not taking time for reflection. Purposeful and convenience sampling was used to identify the participants. The researcher collected data, calculated mean results, and developed themes for the self-sabotaging behaviors. Findings: Examination of the mixed methods data from the eight female superintendents indicated various findings. Female superintendents overcame their limited thinking by engaging in diverse and supportive networks. They continually engaged in extended professional learning opportunities and employed a variety of reflective practices to mitigate thinking too small. These educational leaders knew how to lean into self-doubt and embrace challenges head-on. Female superintendents allowed flexibility in different situations, were attentive and self-aware and used power dynamics to gain positive influence. Seeking critical feedback and fostering reflective habits, they continually refined their leadership skills. Female leaders set professional boundaries to maintain balance while prioritizing time for reflection and personal matters. vi Conclusions: The study reveals that female educational leaders benefit from active engagement in diverse networking groups, consistent leveraging of coaches and mentors, regular conversations with thought partners, advanced educational and leadership opportunities, self-reflection, and open communication. In addition, they should adopt questioning strategies, read the room, seek feedback, schedule reflection opportunities, find balance, treat personal appointments seriously, and foster a mindset shift valuing progress over perfection. The study emphasizes the significance of viewing successes and mistakes as opportunities for growth. Recommendations: It is recommended that the leaders of school districts, administrative preparation programs, and state and national professional organizations establish targeted programs and networking support systems for female educational leaders to assist them in overcoming self-sabotaging behaviors
Phenomenological Study on Adaptive Leadership During Times of Great Change and Opportunity as Perceived by California Public School Superintendents in Los Angeles County School Districts
No full textPurpose: The purpose of this phenomenological study was to identify and describe strategies used by superintendents of California public school districts in Los Angeles County to build an adaptive capacity based on the five key characteristics of adaptive leadership by Heifetz et al. (2009).
Methodology: This phenomenological study explored the lived experiences of superintendents serving in public school districts in Los Angeles County. Purposeful, convenience sampling was used to identify 10 participants who met the study’s criteria. The semi-structured, open-ended interview protocol was developed by a thematic research team of nine peer researchers and three faculty advisors. Data collected from the interviews and artifacts were analyzed to identify themes related to the study’s research questions.
Findings: Analysis of the data collected from interviews and artifacts resulted in 614 frequencies across 23 major themes and five key findings. From the themes and key findings, five major findings emerged.
Conclusions: Five conclusions were drawn based on the major findings and supporting literature. Superintendents build organizational adaptive capacity by (a) building trusting relationships that promote open dialogue to strengthen communication (b) emphasizing collaborative ownership using effective communication, (c) Decision-making parameters foster independent judgment and adaptability, (d) supporting professional growth opportunities, and (e) emphasizing reflection and learning.
Recommendations: The researcher recommends a strategic enhancement in leadership methodologies and training programs. This augmentation advocates the incorporation of a community collaboration framework, drawing inspiration from the wealth of best practice from the California County Office of Education repository. To support the integration of shared leadership and autonomy, diverse resources such as materials, presentations, articles, and support documents, can promote an engaged administrative environment. For the optimal outcome, superintendents should construct a comprehensive framework to delineate opportunities for team building, foster collaboration, and establish clear goals aligning with the overarching vision of the district