Dissertations
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
Ronald Harrison | 2026
Program: School of Education
Concentration: Educational Psychology
Chair: Carr
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.
All Classrooms Are Special Education Classrooms: A Phenomenological Study of General Education Teachers’ Lived Experiences in the Inclusion Classroom
Alycia Adams | 2026
Program: School of Education
Concentration: K-12 School Leadership
Chair: Auguste
Inclusive education has gained momentum in the world of education as a result of the consistently increasing number of students identified with a disability (National Center for Education Statistics, 2024). As a result, general education classrooms are becoming increasingly more diverse. General education teachers are key stakeholders in the process of implementing inclusive education (Jardinez & Natividad, 2024); however, research suggests that general education teachers are unevenly and inadequately prepared to implement inclusive practices that meet the needs of diverse learners (Vieira et al., 2024). The purpose of this phenomenological study was to examine the lived experiences of the general education teachers providing instruction to students with diverse learning needs in an inclusive setting. Individual interviews were conducted with participants that met specific parameters. These interviews were analyzed, and six overarching themes were established. The results of the study uncovered that general education teachers perceive their training and preparation on inclusive practices as inadequate. The study also revealed that general education teachers exhibit strong self-efficacy in supporting diverse learners when provided with sufficient supports and resources. Communication and collaboration among stakeholders also play a fundamental role in creating successful inclusion classrooms.
An Examination of the Hiring Practices of Private-School Administrators
Victoria Sibelu O’Rourke | 2026
Program: School of Education
Concentration: Curriculum & Instruction
Chair: Finn
This study examined how private-school principals in urban southeastern Virginia develop, implement, and adapt teacher hiring practices within mission-driven educational contexts. The study addressed a gap in empirical research on how private-school leaders make hiring decisions that are shaped by institutional mission, values, and contextual factors. The purpose was to explore principals’ experiences with hiring, including how they describe their hiring approach, apply mission-driven decision making, and adapt their hiring practices over time. A phenomenological mixed-methods design was used, integrating descriptive survey data and semistructured interviews with private-school principals and administrators responsible for hiring in cities located in southeastern Virginia including Chesapeake, Hampton, Norfolk, Portsmouth, and Virginia Beach. Findings indicated that hiring decisions were primarily guided by mission alignment, character evaluation, professional competence, and relational fit, with principals balancing formal procedures and informal networks while adjusting practices based on experience and institutional needs. The study provides practical implications for aligning hiring practices with mission-driven priorities and contributes to research on private-school leadership.
An Exploration of the Relationship Between Teacher Burnout and Teacher Attrition Intentions in Region 2 of Virginia
Keisha Thomas | 2026
Program: School of Education
Concentration: Curriculum & Instruction
Chair: Bartel
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.
An Investigation of a Culture of Honor on Small Christian College Campuses
Quantel Williams | 2026
Program: School of Education
Concentration: Christian Ed Leadership
Chair: Pietersma
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.
An Investigation of the Impact of Character Education Programs on Christian Elementary-School Performance
Gregory Ellis | 2026
Program: School of Education
Concentration: Higher Education
Chairs: Barbee, Pittman
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
Assessing Character-Based Strengths in Individuals With Complex Communication Needs: A Pilot Study for Increasing Accessibility
Courtney Hood | 2026
Program: School of Education
Concentration: Special Education
Chair: Copeland
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.
Better Together: Exploring Collective Co-Teacher Efficacy to Support Title I Elementary Special Educator Job Satisfaction
Taneze Wimbish | 2026
Program: School of Education
Concentration: Educational Psychology
Chair: Hitchcock
Special education teachers in Title I elementary schools experience job dissatisfaction at rates that contribute to persistent shortages, and a 2023 Virginia Department of Education report proposed shifting special education responsibilities to general-education teachers as a response to those shortages. The purpose of this qualitative interpretive phenomenological study was to explore how collective co-teacher efficacy was experienced and how it related to special-education teacher job satisfaction through the lived experiences of general education teachers and special education teachers who co-taught in Title I elementary schools in southeastern Virginia. Collective co-teacher efficacy was operationally defined as co-teachers’ shared belief in their conjoint ability to meaningfully collaborate, execute co-teaching tasks, and positively impact achievement for students with disabilities. Grounded in Bandura’s social cognitive theory and anchored in Ecclesiastes 4:9–12, the study followed the interpretive phenomenological analysis approach of Smith et al. (2022). Eight participants representing four co-teaching teams across four Title I elementary schools took part in semi-structured interviews. Cross-case analysis produced six group experiential themes. The central finding suggested that collective co-teacher efficacy shaped how special education teachers experienced job satisfaction, operating through a protective function that shielded teachers from the inherent difficulties of the role and a generative function that actively built professional identity. The findings showed that collective co-teacher efficacy can be a more equitable response to special education teacher shortages than the redistribution of special education responsibilities, with implications for school practice, district policy, and future research.
Bullying in a Christian School: How Can Bullying Be Addressed in a Redemptive Christian Manner?
Victoria Jordan | 2026
Program: School of Education
Concentration: K-12 School Leadership
Chair: Porter
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.
Disproportionate Exclusionary Discipline for Students With Disabilities in Rural Wisconsin
Stacey Endicott | 2026
Program: School of Education
Concentration: Special Education
Chair: Miani
Students with disabilities (SWD) continue to experience exclusionary discipline at disproportionate rates, raising concerns about equitable access to instruction, special education services, and inclusive school environments. This quantitative, nonexperimental study examined exclusionary discipline patterns for SWD in rural Wisconsin school districts. Using de-identified district-level data from the 2020–2021 and 2021–2022 school years (SYs), the study analyzed 522 district-year observations across 261 rural districts identified by National Center for Education Statistics locale codes 41, 42, and 43. The study examined whether SWD experienced exclusionary discipline at different rates than nondisabled students, whether SWD from historically marginalized racial or ethnic groups experienced higher exclusionary discipline rates than White peers with disabilities, and whether district-level structural factors were associated with exclusionary discipline rates for SWD. Paired-samples t tests, Welch’s ANOVA (i.e., analysis of variance), chi-square analyses, and multiple linear regression were used. Results indicated that SWD experienced significantly higher out-of-school suspension rates than nondisabled students. Racial and ethnic differences were also found within the SWD population for out-of-school suspension. Expulsion findings were limited by sparse counts. Findings underscore the need for rural districts to monitor exclusionary discipline through the lenses of disability status and intersectional equity.
Keywords: students with disabilities, exclusionary discipline, rural schools, out-of-school suspension, disproportionality, special education
Examining the Impact of TRIO Student Support Services on Academic Achievement, Persistence, and Transfer Outcomes at a Community College Using Existing Metrics
Kimberly Moore | 2026
Program: School of Education
Concentration: K-12 School Leadership
Chair: Vaughan
This study explored whether participation in the Student Support Services Program at a community college was associated with improved academic achievement, persistence, and transfer outcomes for low-income and first-generation college students. This dissertation addressed the gap in institution-specific research regarding the impact of intrusive advising and support interventions at a 2-year community college, using Tinto’s (1975, 1993) theory of student departure and Rendón’s (1994) validation theory as a guide. A quantitative ex post facto causal–comparative design was used to examine the impact of TRIO student support services on academic achievement, persistence, and transfer outcomes using archival institutional data. The population consisted of two comparable student groups enrolled at Campus A and Campus B between Fall 2020 and Spring 2025. The independent variable was participation, and the dependent variables included cumulative grade point average (GPA) greater than 2.0, credit completion, persistence/retention, and transfer to a 4-year institution. The findings had mixed results. The program served a high-needs student population, but, despite these needs, participants demonstrated higher completion rates. Participants had comparable GPA outcomes to nonparticipants, suggesting that participation supported persistence/retention. Transfer outcomes showed that participants had lower odds of transfer when compared to nonparticipants. These results suggest that, while participation supported positive outcomes, there is a need for further research into financial, social, and academic barriers that may jeopardize student success for underserved populations. These findings contribute to the literature supporting targeted student support interventions designed to improve academic success and transfer outcomes among community college students and underserved student populations.
Exploring Teacher Perspectives on Integrating ChatGPT Into Lesson Planning and Its Implications for Student Engagement
Tamu Crisden | 2026
Program: School of Education
Concentration: Ed Tech & Online Learning
Chair: Finn
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