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Exploring the Gap Between Research and Practice for Preservice Teacher Emotional Intelligence Training

This phenomenological study focused on uncovering any contributing factors to the apparent research practice gap between the implementation of preservice teacher (PST) emotional intelligence (EI) training and any potential obstacles and implementing explicit EI training for PSTs. Twenty-five years of literature validate the impact of teacher EI on all aspects of the classroom: teacher self-efficacy, burnout, classroom management, student–teacher relationships, student EI, and student academic outcomes and call for inclusion of EI training in the teacher education curricula (Jennings & Greenberg, 2009). However, explicit EI training has not become common practice in schools of education. This was accomplished by examining the experiences of leaders in schools of education in Virginia with the need for EI. The main obstacle uncovered was the lack of exposure to the research. Other obstacles surfaced and awareness of the research provided the solutions. Awareness led to the formulation of an action plan to incorporate PST EI training and an outline of the key elements to include based of their experiences.

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The Effects of a Principal Preparation Program on Principal Retention in an Urban School District

This quantitative study investigates the impact of a principal preparation program on principal retention in an urban school district. Principal turnover presents a persistent challenge in urban education, often disrupting school improvement efforts and negatively affecting student outcomes. In response, many districts have implemented leadership development initiatives to enhance the preparation of aspiring principals. This study focuses on whether participation in such a program is linked to retention among school principals.

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Exploring Teacher Perspectives on Integrating ChatGPT Into Lesson Planning and Its Implications for Student Engagement

Artificial intelligence (AI)-driven tools like ChatGPT are increasingly more common in society and the educational landscape, yet little research examines how these tools work best for fundamental teaching tasks, such as lesson planning, or how teachers interact with them in 21st-century teaching and learning. Despite the growing availability of generative AI tools such as ChatGPT, there is little empirical research on teachers’ perspectives on their instructional use. The goal of this mixed-methods study was to investigate teachers’ perspectives on using ChatGPT for lesson planning, with an emphasis on its implications for student engagement, technological, pedagogical, content, knowledge (TPACK)-related instructional alignment, perceived benefits, and ethical concerns. Over 12 weeks, 14 licensed K-12 teachers in southeastern Virginia participated in the study. Data were gathered and analyzed using a hybrid inductive-deductive mixed-methods design. Qualitative analyses revealed four themes: conditional engagement, the need for teachers to adapt ChatGPT-generated content, workflow advantages with manageable challenges, and teachers’ awareness of ethical considerations. Quantitative findings showed no statistically significant change in overall student engagement or integrated TPACK-related measures, though comfort of use with ChatGPT trended upward. Integrated findings revealed that lesson planning with ChatGPT is most effective when guided by teachers’ professional judgments, content adaptation, and ethical oversight. These findings can inform generative AI implementation initiatives, teacher preparation curricula, AI in education ethics policy, and professional development on effective and responsible AI integration into instructional planning.

Keywords: artificial intelligence, ChatGPT, TPACK, lesson planning, student engagement

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An Investigation of a Culture of Honor on Small Christian College Campuses

This qualitative research study used a phenomenological approach with comparative analysis across three small Christian colleges, drawing on the perceptions of 12 senior administrators. It explored how senior administrators foster a culture of honor while mitigating the impact of shame on students. The study drew upon theological, psychological, sociological, and educational perspectives to address the research question: What are Christian colleges doing to create and cultivate a culture of honor on campus while removing the effects of shame that are brought upon the individual student? Brown (2013) described shame as the unspoken epidemic of our culture, and scholars like Kleeman (2021) stated shame is detrimental to student learning and graduation outcomes. This study is grounded in biblical frameworks and explored Bronfenbrenner’s ecological systems theory. This research aimed to understand the cultural dynamics, policies, procedures, and practices on these campuses. Through surveys and interviews with key personnel in Student Affairs, Academic Affairs, Campus Ministries, and Athletics, the research explored how these institutions address moral, ethical, and student issues. A particular focus was given to whether interventions were restorative and rooted in love and edification or punitive in their approach, which may inadvertently lead to a culture of shame. This study provides practical recommendations for Christian higher education institutions that aim to cultivate a healthy and thriving campus ecosystem with what Cavallaro (2015) described as the Kingdom culture of honor. The emphasis may require senior administrators to change policies and practices that align with the Kingdom of God.

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Redemptive Adjudication: Developing a Restorative Student Conduct Model for a Christian University

The purpose of this professional practice dissertation (PPD) was to examine the current student conduct program at a Christian institution of higher education and its alignment with restorative practices and Council for the Advancement of Standards in Higher Education (CAS) standards. This PPD analyzed the following two questions: What are the key components of a redemptive student conduct model based on biblical principles and restorative practices, and how can they promote the holistic development of students at a Christian university? What best practices and equipping measures are necessary for student leaders, staff, faculty, and administrators to implement a redemptive student conduct model at a Christian university? This qualitative study applied action research through appreciative inquiry and employed document analysis. Study participants were college staff and administrators for the interview portion and student leaders for the focus groups. A team of college personnel completed the CAS Self-Assessment Guide for Student Conduct Programs (CAS, 2023a), reviewing and determining the institution’s compliance with best practices. Data were analyzed through NVivo coding, cross-comparative analysis, and manual review. The findings from this study contributed to the development of a training guide for student leaders and staff to implement redemptive adjudication in Christian higher education.

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The Impact of the Coronavirus Pandemic (COVID-19) on High-School Educational Leadership Coaching and the Use of Technology

The coronavirus pandemic (COVID-19) has affected every human being in some aspect of their lives. Perhaps children were affected the most by this pandemic because of the effects to the educational systems worldwide. Our school system’s main goal requires keeping students safe, supporting their needs, and nurturing their growth. However, school leaders must also focus on the professional development of their teachers and their mental health. Therefore, when another pandemic occurs, the educational system must remain proactive, not reactive. This study focuses on 25 educational leaders in Maryland (associate superintendent, instructional directors, principals, and assistant principals) and their expertise in dealing with the demands of COVID-19. All participants reflected on the COVID-19 experience and provided feedback on how leadership coaching impacts the training through technology and professional development. A survey questionnaire of open-ended questions was used to gather information as well as a small focus group comprising of school leadership from assistant principal, principal, instructional director, and associate superintendent to discuss leadership learning curves, along with several one-on-one interviews to discuss pandemic challenges and future opportunities for growth. This qualitative study determines how superintendents, associate superintendents, instructional directors, principals, and assistant principals can use the COVID-19 pandemic to reflect on educational leadership practices through coaching. The limited research on leadership coaching after the COVID-19 pandemic leaves a learning gap in the literature, making this research beneficial. This research also reviews leadership knowledge on technology, professional development, mentorship, coaching, and how to close the learning gaps in leadership coaching.

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Promoting Well-Being and Retention Among Special Education Teachers: A Phenomenological Inquiry Into Burnout Factors of Special Education Teachers

This phenomenological study explored the lived experiences of special education teachers (SETs) in southeast Georgia to identify key factors contributing to burnout and to examine how school and district leaders can promote well-being and retention. Guided by the job demands-resources theory and the Maslach burnout model, the study investigated how emotional exhaustion, depersonalization, and reduced sense of personal accomplishment develop in response to heightened job demands and limited resources. Semistructured interviews with 12 SETs revealed four primary contributors to burnout: heavy workloads and emotional strain; unclear and conflicting role expectations; extensive administrative and compliance requirements; and inadequate instructional, behavioral, and paraprofessional support. Participants also described leadership practices that mitigated burnout, including consistent administrative support, reduced paperwork and caseload management, increased collaboration time, improved staffing, and recognition of teacher efforts. Findings highlight the critical role of leadership in balancing demands and resources to sustain SET well-being. Recommendations include streamlining compliance processes, expanding classroom supports, and fostering collaborative school cultures to improve retention and strengthen services for students with disabilities.

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Navigating Special Education Compliance: Empowering the Assistant Principal

Assistant principals may serve in leadership roles, supervising the local school district’s special education programs. The supervisory role may entail leadership responsibilities in compliance with federal and state laws. Despite expectations for the supervisory role, limited research has examined assistant principals’ preparation to lead special education departments or their qualifications to meet the legal responsibilities associated with the position. The purpose of this qualitative study, using reflexive thematic analysis, was to examine the role of the public school assistant principal as a special education leader and to focus on their preparation and knowledge of the position. Particular attention focused on their knowledge of legal mandates, access to training and professional development, and the influence of policy inconsistencies on the effectiveness of their position. Bronfenbrenner’s (1979) ecological systems theory served as a guide in implementing the reflexive thematic analysis of federal special education case law, policy documents, and peer-reviewed literature to examine assistant principals’ responsibilities in special education leadership. Data sources included landmark judicial decisions, federal laws and state policies, and literature related to special education compliance and school leadership. The central themes emerged from the analysis of the study’s data sources: knowledge of legal mandates, professional development gaps, and policy inconsistencies. The findings of the central themes suggest that strengthened leadership preparation, ongoing professional development, and policy alignment may enhance the assistant principals’ effectiveness in special education leadership.

Keywords: education, leadership, compliance, legal, mandates

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Redevelopment of School Culture Postpandemic: Implications for Student Achievement

The COVID-19 pandemic profoundly disrupted elementary education, altering classroom dynamics, student engagement, and overall school culture. This qualitative study explores how school culture has been redeveloped in elementary schools following the pandemic and the perceived implications for student achievement. Through semistructured interviews with 10 elementary school teachers who taught before, during, and after the pandemic, this research identifies key shifts in educational practices, relational dynamics, and support structures. Three primary themes emerged: (a) a renewed emphasis on relational and community-building practices, (b) increased academic differentiation and intervention strategies to address learning loss, and (c) a notable rise in emotional and behavioral challenges among students. Findings suggest that while the pandemic initially fragmented school culture, the rebuilding process has fostered more responsive, trauma-informed, and equity-centered approaches. These cultural transformations have influenced student achievement not only in academic recovery but also in engagement and socioemotional development. This study contributes to the understanding of postcrisis educational reform and highlights the critical role of teacher insight in shaping resilient and inclusive school cultures.

Keywords: school culture, COVID-19, elementary education, student achievement, qualitative research, teacher interviews, postpandemic learning

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Phenomenological Study of Gender Disparities in the Superintendency: Voices of Female Superintendents in Virginia Public Education

Although women comprise a majority of teaching positions and principal roles, their ascent to superintendency remains disproportionately low. This phenomenological study examines the lived experiences of current and former female superintendents in public education and investigates gender disparities in superintendencies. Findings from this study will aim to identify systemic barriers and offer insights that may inform the development and refinement of future equity-driven policies. The research is grounded in transcendental phenomenology and social role theory, role congruity theory, transformational leadership theory, and feminist theory. Each theory aids in understanding the challenges that may impede women’s advancement to superintendency. This study collects data using a semistructured interviews with at least eight female superintendents. The findings of this study provide rich, descriptive data that focus on the impact of gender norms, organizational structures, and personal factors that contribute to underrepresentation of female superintendents. Data from each interview are analyzed using thematic analysis to code and identify recurring themes that accurately reflect the narrative accounts of each participant’s lived experiences.

Keywords: bracketing, gender bias, gender disparity, gender stereotypes, phenomenological study, purposeful sampling, superintendent, transcendental phenomenology

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