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Recruiting and Hiring Highly-Qualified Teachers in Hard-to-Staff Schools Post-COVID-19

This study examined how building principals in hard-to-staff schools recruit and hire highly-qualified teachers (HQTs) in the post-COVID-19 era. Grounded in human capital theory and using an interpretative phenomenological analysis, the study explored how building principals make meaning of recruitment and hiring decisions amid national teacher shortages. Twelve building principals from hard-to-staff schools in Region 1 of Central Virginia participated in one-on-one semistructured virtual interviews. Iterative coding generated three overarching themes that captured participants’ approaches to talent acquisition of HQTs: (a) building principals employ year-round recruitment, (b) building principals must have clear expectations about qualities sought in candidates, and (c) hiring HQTs is a team effort spearheaded by building principals. Findings showed that building principals maintain non-negotiable standards for identifying HQTs, engage in personal outreach to keep potential hires connected to the school, and rely on hiring processes that involve school-based teams and district human resource specialists. Participants emphasized that recruitment and hiring are not seasonal administrative tasks but a continuous leadership responsibility grounded in a moral commitment to students’ long-term academic and economic outcomes. Overall, the findings demonstrate that intentional recruitment and hiring practices directly influence students’ access to HQTs in hard-to-staff schools; such access has lasting implications for students, including their academic achievement, career pathways, overall health, and future economic stability. The study also highlighted the need for targeted professional development to strengthen principals’ capacity to implement effective post-COVID-19 recruitment and hiring strategies.

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Leadership, School Culture, and Teacher Retention in an International School: A Phenomenological Exploration

This phenomenological study explored how teachers and school leaders describe the influence of school culture and leadership on teacher retention within an international school in Abuja, Nigeria. Grounded in social exchange theory (Blau, 1964) and transformational leadership theory (Bass, 1985), the study sought to understand retention as a lived, relational experience rather than a transactional outcome. Using a transcendental phenomenological design, semistructured interviews were conducted with teachers and school leaders who had completed at least 1 full academic year at the institution. Data were analyzed following Moustakas’ (1994) phenomenological procedures, including horizontalization, clustering of meaning units, and synthesis of textual and structural descriptions. Four interrelated themes emerged: psychological safety as a core condition for retention, relational belonging within a socially interdependent context, work-life sustainability as a retention threshold, and institutional stability as active stewardship. Participants described retention as relational steadiness shaped by leadership presence, fairness, predictability, and meaningful community. While compensation and contractual structures were acknowledged, they were rarely decisive. Instead, educators remained when they felt professionally protected, socially embedded, sustainably supported, and confident in institutional direction. The essence of sustained teacher retention was experienced as contented stability, relationally cultivated and structurally reinforced over time. Findings contribute context-specific insight to international school leadership and offer theory-informed implications for cultivating cultures that support long-term educator commitment.

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An Exploration of the Relationship Between Teacher Burnout and Teacher Attrition Intentions in Region 2 of Virginia

This quantitative, predictive correlational study examined the relationship between teacher burnout and teachers’ intentions to remain in the teaching profession in Region 2 of Virginia, addressing the lack of research on this relationship within this geographic context. The purpose of this study was to determine whether teacher burnout predicts teachers’ intentions to remain in or leave the profession. The research question guiding this study was: Does teacher burnout predict teachers’ intentions to leave the profession in Region 2 of Virginia? The sample consisted of 100 K–12 core subject teachers who completed the Maslach Burnout Inventory-Educators Survey and a single Likert-type item measuring intention to remain in the profession. Data were analyzed using descriptive statistics, simple linear regression, and supplemental multiple regression. Results indicated that emotional exhaustion significantly predicted teachers’ intentions to remain in or leave the teaching profession, with higher levels of emotional exhaustion associated with lower intentions to remain. Personal accomplishment was a significant positive predictor of teachers remaining in the profession, whereas depersonalization was not. Additional analyses indicated no statistically significant differences based on Title I status or grade level. These findings highlight the importance of addressing emotional exhaustion and supporting teachers’ sense of personal accomplishment to improve teacher retention.

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Assessing Character-Based Strengths in Individuals With Complex Communication Needs: A Pilot Study for Increasing Accessibility

The mixed methods pilot study utilized a Mann–Whitney U analysis to determine statistical differences in students ages 10-17 with and without intellectual disability and complex communication needs on a visually supported form of the Virtues in Action—Youth Survey (VIA-Youth-96). The study gathered feedback from gatekeepers and participating parents to determine barriers to a large-scale research project working to validate a visually supported VIA-Youth-96. The study concluded that the visually supported survey increased student engagement with a 100% completion rate, determined parent rapport was the greatest barrier to recruitment, and found no statistical differences in the character strength scores across the groups. The null hypothesis was rejected with caution due to a large effect size for the character strength of teamwork confirming work in a previous study on the VIA-Youth-96 without visual supports. Additional patterns and implications for educational practice were explored in the discussion of the findings, including cognitive load, self-determination, visual supports, partnership with gatekeepers and scaffolding to increase accessibility.

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Faith-Rooted Resilience: A Phenomenological Study of Christian Public School Teachers’ Professional Identity and the Apostle Paul’s Teachings

Teacher attrition remains a persistent challenge in education, prompting attention to teacher resilience and well-being. While existing research emphasizes coping strategies, professional development, and institutional supports, less attention has been given to identity’s role in sustaining resilience. Resilience may be rooted not only in professional competence or environmental support but also in a spiritually formed identity and vocation. The purpose of this transcendental phenomenological study was to understand how Christian public school teachers experience and sustain resilience through a faith-informed professional identity shaped by identity in Christ and the Apostle Paul’s teachings on perseverance, discipline, and joy. This study employed a transcendental phenomenological design to explore lived experiences of Christian public school teachers in the United States with at least 10 years of experience. Participants were purposefully selected and engaged in semistructured interviews to elicit descriptions of sustaining resilience in secular educational environments. In alignment with phenomenological methodology, the researcher engaged in epoché to bracket assumptions. Data analysis followed procedures of horizontalization, clustering meaning units, and thematic synthesis. Findings revealed themes of faith as an interpretive lens for adversity, perseverance as vocational calling, discipline as spiritual and professional formation, and joy as a sustaining posture. Participants described resilience as emerging from identity in Christ rather than just external validation. The essence indicated that resilience functioned as the outworking of a Christ-centered identity, shaping interpretation of hardship and sustained endurance. These findings suggest that spiritually rooted identity provides a deeper, more enduring foundation for teacher resilience than skill-based interventions alone.

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Bullying in a Christian School: How Can Bullying Be Addressed in a Redemptive Christian Manner?

Bullying has been identified as a problem in schools, both private and public, secular and nonsecular. This professional practice dissertation (PPD) explored systems and practices to foster deeper connections with students and to implement a redemptive Christian approach to prevent bullying. The research questions were how can Christian values be integrated into an antibullying program to address and prevent bullying, and how can bullying be addressed in a redemptive Christian manner? This study used qualitative and action research methods with focus groups of educators as the primary data collection method. The theoretical connection for this PPD was based on two development stage theories: Jean Piaget’s theory of cognitive stages of development and Erik Erikson’s eight stages of development theory. Piaget’s theory suggests that children build their knowledge through direct experience, independently and naturally, without being directly taught by others. Erikson’s theory suggests that students are seeking a clear sense of self and belonging, and bullying can manifest when the child feels that their identity is being threatened. This study was conducted to promote policy change. It will benefit the ABC school community, including the school administration, teachers, and students, by providing a resource to address bullying in a redemptive, Christian manner.

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Exploring the Perceived Effects of Positive Behavioral Interventions and Supports Among Teachers Serving Tier 3 Students With Emotional and Behavioral Disorders in Middle-School Settings

Negative student behavior continues to be a significant concern in schools, particularly among students with mental-health challenges. This study examined whether positive behavioral alternatives could reduce disruptive behaviors by exploring teachers’ perceived effects of positive behavioral interventions and supports (PBIS) for middle-school students with emotional and behavioral disorders (EBD). Although PBIS is well documented at the elementary level, limited research addresses its implementation with EBD populations in middle-school settings where punitive disciplinary practices remain prevalent. This study addressed three research questions and subquestions about middle-school teachers’ perceptions of using PBIS with students with EBD. Using a qualitative phenomenological design, the study captured the lived experiences of 10 teachers across two southeastern Virginia school districts to understand their perceptions of PBIS implementation with Tier 3 students. Findings revealed notable similarities and differences between districts. Teachers consistently valued intentional relationship building and positive behavior strategies as effective tools for reducing classroom disruptions. Teachers also expressed the need for target training among staff. However, differences emerged in the use of incentives, reward systems, and staff consistency in applying PBIS practices. Despite limitations (e.g., a small sample size, minimal participation from behavior specialists, and no participation from counselors), the study highlights the need for improved PBIS implementation, enhanced teacher training, greater consistency among staff, and increased parental involvement to support students with intensive behavioral needs. Future research should extend to high-school settings to explore how early sustained interventions may reduce dropout rates among students with EBD and significant mental-health concerns.

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Preparing for the Secondary Entrance Assessment in Trinidad and Tobago: How Teaching/Learning Activities Align With Goals of Quality Education and Lifelong Learning

This qualitative study sought to ascertain to what extent preparation for the Secondary Entrance Assessment (SEA) in Trinidad and Tobago afforded the non-high-scoring students a chance to experience quality education as well as promote lifelong learning. Ten Standard Five (Grade 6) students along with their class teachers and school principals were interviewed. The students came from a government school, a government-assisted school, and a private school in one of the eight educational districts of the country. The data gleaned were analyzed thematically, findings discussed in terms of achievement goal theory of motivation, self-determined theory of motivation, and design thinking. While it was evident that the students’ engagement with their teachers and school environment made them feel valued, there was a large gap between their total schooling experiences and the experiences amenable to a quality education and a lifelong learner. The evidence pointed to an unawareness of the formal goals of the Ministry of Education (the administrative body that superintends education in Trinidad and Tobago), and the content-heavy SEA as possible factors contributing to this gap. Thus, this study prompts relevant training for teachers and principals and a thorough reevaluation of the nature and structure of the SEA.

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A Phenomenological Exploration of Spirituality as Meaning-Making Embedded Into the Integration of Behavior, Cognition, Emotion, Motivation, and Physiology as Concurrent K-12 Learner Dimensions

Spirituality as meaning-making in education involves engagement with and fulfillment of learners’ being in the learning process, shaping learners’ development. The literature on embedding spirituality as meaning-making in the integration of five learner dimensions—behavior, cognition, emotion, motivation, and physiology—independently and concurrently across various combinations, has documented positive educational outcomes in quantitative and qualitative studies involving students from diverse religious and nonreligious backgrounds, from grade school through adult education. However, a gap in the research neglects educators’ individual experiences of embedding spirituality as meaning-making across all five dimensions. This interpretive/transcendental phenomenological study analyzed, systematized, and described the experiences of 10 Christian, nonreligious, Jewish, and Muslim classroom teachers and administrators who embed spirituality through meaning-making into learning that integrates all five concurrent attributes of the learner in charter, private, public, and religious schools. Of 16 survey respondents, 10 study participants affirmed that they are teachers or school administrators with at least 5 years’ experience in education, consider themselves spiritual, nurture their spirituality, and embed spirituality as meaning-making (personal and self-fulfillment and purpose) into the five learner dimensions mentioned above in their educational experiences. This study suggested that spirituality, as meaning-making, transcends educators’ and learners’ religious views, reflects the educator’s personal spiritual journey in the classroom and in school spiritual integration, and facilitates student development across all five dimensions in several representative academic disciplines at all K-12 grade levels. The educators’ and administrators’ experiences provided robust, complementary contexts describing flexible environments in which this spiritually integrated, holistic learning occurred.

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An Investigation of the Impact of Character Education Programs on Christian Elementary-School Performance

The purpose of this mixed methods study is to explore the impact of character education programs on school performance through teacher perception at eight Christian elementary schools. One objective was to determine teacher perception of features of character education programs and student performance at Christian elementary schools. The study aimed to discover differences in teacher perception of the effectiveness of character education programs between high- and low-performing schools. Analysis of quantitative and qualitative data revealed six themes drawn from teacher experience that contribute to the field of education while broadening existing research. The study found unique aspects of character education programs and student performance in Christian elementary schools. Simultaneously, the study revealed no significant difference in character education program student involvement or achievement based on gender or high- or low-performing schools. Research discovered that teacher perception was that parental involvement, biblical integration, and school leadership support enriched character education programs. The study highlighted that character education programs facilitate holistic student development, where student engagement supports student performance.

Keywords: character education, Christian education, school performance, character development, education

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