abstract: Teacher shortage crisis were consistent across the nation. Higher education institutions, K-12 school districts, and political leaders were actively seeking solutions to ensure classrooms did not sit vacant and were not staffed by individuals who are unqualified to teach. This mixed methods action research study examined one strategy for teacher recruitment by targeting high school students who attended a Title 1 school. Due to the growing Hispanic population in Arizona, coupled with the underrepresentation of Hispanic teachers compared to the number of Hispanic students, a particular focus was devoted to targeting Hispanic high school students as they represented a potential untapped pipeline of future educators. The study was conducted to explore factors that might increase student interest in declaring education as a major upon graduating from high school and eventually pursuing teaching as a career. Three theoretical frameworks guided the study: (a) Theory of Planned Behavior, (b) Self-Efficacy, and (c) Social Cognitive Career Theory. A total of 20 participants engaged in the intervention over the course of three weeks. The intervention included engagement in curriculum exposing students to the teaching profession as well as clinical experiences. Data gathered included pre- and post- intervention survey results and semi-structured interview questions. It was anticipated the intervention would increase students’ interest in becoming a teacher. Results demonstrated a decrease in intention post-intervention. Future research should examine alternative recruitment approaches for students who do not already have an interest in pursuing the profession. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.

The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.

Community colleges often face challenges with leadership as a result of retirements and turnover. In reaction to these challenges some community colleges have developed Grow Your Own (GYO) leadership development programs. Although the topic of leadership and leadership development has been researched extensively, more research is necessary concerning GYO programs and their perceived impact on participants and their colleges. This study was designed to determine the perceived development of GYO participants as well as the perception of a GYO’s impact on the organization. Guilford Technical Community College (GTCC) in Greensboro, North Carolina has had a GYO program for 30 years. A qualitative research method with a phenomenological theory design was used in this study. After obtaining permission from GTCC the 10 study participants were recruited through emails. Interviews were semi structured with questions designed to encourage discussion around the topic of leadership development. After each participant was interviewed, transcripts of the interview were made by the researcher and those transcripts were coded to determine themes. After the coding analysis was complete, common themes emerged. Each of the participants reported to have had previous roles in leadership prior to coming to GTCC. Most of the participants reported positive change because of attendance in the GYO in the areas of relationship building, networking, changed perspective of college role and mission, and better preparedness for future leadership opportunities. These findings supported earlier research that found GYO programs to be successful in creating valuable relationships across the organization. Research also supported the common theme of relationships formed both horizontally and vertically within the organization. Another common theme addressed in earlier research was the development of social capital development within the GYO program. This happens when individuals are brought together around information, given an action point, and asked to solve relevant organizational problems. This study may be useful for community colleges that already offer a GYO opportunity or are considering developing a GYO opportunity. Further research may be needed to determine the impact of the GYO leadership development training on those reporting to the participants of the program.

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