Teachers

This quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’ perceptions of school leader efficacy and teacher mindset correlated, meaning a significant portion of variance in teacher perceptions of school leadership efficacy can be predicted by the mindset held by the teacher toward capacity to grow in ability and talent. However, school leaders’ perceptions of self-efficacy and teacher mindset did not correlate, suggesting school leader self-efficacy beliefs do not predict their beliefs in teacher growth potential. Over the years, the terms “efficacy” and “mindset” have been thoroughly researched; however, never in a context surrounding school leaders’ and teachers’ perceptions of each other’s capabilities. Therefore, this study sought to explore and compare school leaders’ and teachers’ perceptions of efficacy and mindset for each other to gain insight into the workplace environment within educational 9-12 systems.

This study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this concept is being realized. The history of leadership is also explored and discussed as it pertains to education and the NBPTS process. Beyond researching the relationship between National Board Certification and teachers leaving the classroom as full time teachers, this study also sought to determine if ethnicity (Black, White, Hispanic or Other) and/or gender were statistically significant moderators of this relationship. Of the total number of National Board Certified Teachers (NBCTs) who completed the survey (N=220), 22 participants reported that they were not teaching full time in the classroom at the time of this study. Of the total number of teachers who had not obtained NBC (general education teachers or GETs) who completed the survey (N=110), 28 participants reported that they were not teaching full time in the classroom at the time of this study. The results from this study indicate that GETs left the classroom as full time teachers, while remaining employed with the Broward School Board, at more than twice the rate of NBCTs.

The purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals of the college of education in which this program resides. Findings from this study revealed that through reflection and discourse, a majority of the senior students did show development in their professional beliefs about diversity concepts and issues. These findings may add to literature on program evaluation in the study of diversity concepts and infusion throughout upper division coursework. This study was limited due to an extremely low response rate and other spurious factors.

The purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school districts in South Florida. Qualitative research methods, including one-on-one observations, interviews, focus groups, and review of documents were utilized to analyze, contrast, and compare perceptions,beliefs, and assumptions of the participants in the study. The participants included teachers, principals, assistant principals, instructional coaches, and Learning Team Facilitators (LTFs). A total of 20 participants were involved in the study. The conceptual framework for this study is rooted in the guiding principles of organizational learning and effective professional development practices. Professional Learning Communities (PLCs) offer formal structures to provide teachers with learning enriched, ongoing, job-embedded staff development (Hord & Sommers, 2008). This study focused on one trajectory or type of PLC, and sought to better understand the implementation of an organizational systemic knowledge transfer structure and the impact on teacher practice from the participants' perception. The research design profided thick, rich data, which offered in-depth understandings of the participants' perception, beliefs, and assumption about the LTMs' impact on teacher practice and student achievement. Through the research it was determined that participants among all three of the schools sites believed that LTMs were changing teacher practice.

The purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public universities and seven were obtained from 11 private universities in Florida. Syllabi were examined using rubrics and assigned to one of three categories: definitely aligned, somewhat aligned and not aligned. A percentage was calculated for each type of school and degree of alignment to national and state standards to determine degree of alignment of syllabi. Inferential statistics were used to compare the degree of alignment between public and private universities. Alignment to national standards was more prevalent in syllabi from public universities than private universities while no significant relationship existed between the type of university and state standards. No inferential tests were conducted comparing traditional course syllabi with blended and online course syllabi, as the sample size of online courses was too small. The study found that technology leadership courses are being offered in a majority of Florida's educational leadership programs, indicating a growing commitment to the field. Although most universities offer a course in technology leadership, syllabi are not addressing some key national and state standards.

This mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees and with other mentors. Mentors were also asked to report the degree to which they believed given statements were true about mentoring (a) as a professional development experience for the mentors themselves; (b) as a way to improve mentors' own classroom teaching practice; and (c) as an avenue for leadership roles in schools. Qualitative data were collected through face-to-face interviews with mentors to better understand the quality of their experiences and to identify those experiences that were more powerful in terms of shaping their beliefs. In addition, data were analyzed to determine the relationship between the frequency of mentors' experiences and their beliefs. The results show that the frequency of experiences mentors have had with their mentees and with other mentors was positively and significantly related to their beliefs in 5 out of 6 cases. Mentors reported strong beliefs about mentoring as professional development for themselves, as a way to improve their own classroom teaching practice, and as a vehicle for leadership in schools. This study sought to put mentors in the forefront by exploring their experiences and their beliefs about mentoring. This focus on the mentor teacher and not just the mentee places this research at the core of improving teaching practice and viewing mentoring as an educative experience for veteran and novice alike.

This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development.

The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome.

Disney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their preprimary early childhood classrooms. The study sought to investigate the influence of a professional development module focused on the gender and cultural bias found in Disney animated fairy tale media on preprimary early childhood teachers. How would they respond to this professional development module? Would it change their intentions to use Disney animated fairy tale media with preprimary early childhood children? Would the participation in this preprimary early childhood professional development module actually change their practice? Using both quantitative and qualitative inquiries, participating preprimary early education teachers reported mixed findings. While some preprimary early childhood teachers were clearly influenced by their discovery of the existence of bias in this media, others revealed a cognitive dissonance from a strong personal and emotional attachment to Disney animated fairy tale media products juxtaposed against the evidence of cultural and gender bias found in the media. Implications and suggestions for future research included the expansion of professional development modules and higher education/teacher education to include the study and consideration of the content of children's media.