A Study of the Perceptions of Novice and Veteran Elementary Teachers Levels of Stress and Attitudes Toward Their Profession

This study was designed to evaluate the perceptions of novice and veteran teachers’ level of stress and their attitudes toward their profession. Stress may be caused by many different factors. Work related stress is common amongst many people in the work force. In education stress is endured, in some cases on a daily basis. There are many demands put on teachers to ensure student learning. These demands can cause an overwhelming amount of stress for teachers. This stress can have a positive or negative impact on teachers’ attitude toward their profession. The qualitative research method is the method that was used in this study. Qualitative research provides an opportunity for the researcher to have an individual interaction with participants. Interviews and focus groups were used to collect data. Twelve elementary teachers in Northeast Tennessee were interviewed. Of the 12 teachers who were interviewed, novice and veteran elementary teachers in Kindergarten through fourth grades participated in this study. During data analysis, 9 themes were identified. These themes were (a) resources, (b) testing, (c) lack of time, (d) changes in curriculum, (e) relationships with coworkers, (f) internet sources and technology, (g) school community and culture, (h) personal life, and (i) job satisfaction. Based on the research the following conclusions were presented. Some of the most common stressors among teachers are evaluations, paperwork, testing, and students’ academic and behavioral needs. Positive relationships with other teachers and staff members within a school are important throughout the school year. Support from school and district administrators is very much needed and appreciated in order to retain teachers. Providing support and encouragement for teachers could be beneficial to schools and school districts. Recommendations from this study’s findings may assist school districts and administrators in retaining teachers and supporting them in their profession

Measuring Employee Engagement and Adaptive Leadership During Higher Education’s Accountability and Performance Era

Back in 2015, the Board of Governors for the state of Florida implemented new funding policy within its public state university system, as a mechanism to hold institutions accountable to their performance. According to the performance-funding policy, lower performing institutions were at risk of losing state funding if university metrics were not met. This challenging accountability and performance environment can cause much strife within lower-performing institutions, where it is relevant to explore positive workforce strategies that keep university employees engaged in the work that is needed to get the job done while keeping employees adaptive to challenges presented to them. Thus, this research study asserts the concepts and practices of employee engagement and adaptive leadership, as two constructs that can drive institutional success. This research uses the Work & Well-being Survey (UWES-17) and Northouse’s Adaptive Leadership Questionnaire to present a quantitative study of an engagement-leadership framework among participants at a public state university. This study presents a correlation analysis and hierarchical multiple linear regression model to explore the relationship between employee engagement and adaptive leadership. Results indicate a moderate relationship between the two constructs, and adaptive leadership is a significant predictor of employee engagement. In this case the implications lead to four recommendations for future research. Overall, it is imperative that employees on all levels of organizations are engaged in their work, and more so that leadership capacity is fully harnessed within institutions. And as the model of adaptive leadership prescribes practical leader behaviors that can be exuded by individuals of all backgrounds and of various job roles within the institutions, it is most relevant to consider how these adaptive actions of employees are related to higher levels of engagement with the aim to drive institutional success. Conclusively, findings from this study validate the need for higher education practitioners to facilitate effective workforce strategies that focus on implementing leadership practices for all employees to engage in for the sake of accountability, performance, and the like

Social and Academic Experiences of Black, First-Generation, College Graduates While Attending Predominantly White Institutions

First-generation college students represent a significant percentage of all college students and comprise various sub-identities and unique backgrounds. Compared to continuing generation college students, many first-generation students arrive on college campuses without complete understanding of how to navigate college life. Factors, such as family support, finding a sense of belonging, and the availability of resources and campus support, play key roles in the overall success of first-generation college students. The current study sought understanding of these aspects of college life and their relationship to the success of Black, first-generation, graduates of predominantly White institutions. The purpose of this qualitative, phenomenological study was to document the undergraduate experiences of Black, first-generation college graduates who attended predominantly White institutions. Recorded Zoom video interview sessions of 11 participants supplied the study data. Each interview lasted between 60 to 75 minutes. The data revealed that the participants persisted and graduated despite having minimal financial support, navigating psychological barriers, such as feeling the need to assimilate and facing macro-aggressions regarding race. Scholarship money was the most common deciding factor when choosing their alma maters. Factors such as support from Black faculty and staff and personal motivation were key to their persistence and graduation

test - 29 April 2022

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Improving COVID-19 data protocols for Indigenous peoples in the U.S. and Canada: A public-media-based cross-national comparison

In response to current calls by the World Health Organization and United Nations to prioritize data processes regarding COVID-19 and its impact on Indigenous Peoples worldwide, this exploratory paper aims to briefly identify barriers regarding data processes for Indigenous communities impacted by COVID-19 in Canada and the U.S. Built on emergent themes contributed by current research, the research conducted qualitatively public media analysis to address communication, distrust, and community participation as issues, barriers, and solutions for thorough and accurate data processes. Funding has been a long-term existing and primary issue in addressing these three themes. Federal governments of both countries could better support the Indigenous communities by providing adequate funding, following through with their pledges of support, and sharing detailed, accumulated data with tribal authorities, and tribal epidemiologists. Better communication among federal, state/provincial, and Indigenous community authorities would improve data collection and analysis. Stimulating bottom-up community participation in COVID-19 efforts, not only promotes the data processes in Indigenous communities, but also empowers the local communities’ leadership to develop solution-based responses. This cross-national pilot research sheds light on the necessity of international collaboration advancing Indigenous communities’ health and well-being in both disaster and non-disaster settings

Test Article - 8 April 2020

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SQA scholarly honors thesis test file

testing abstract for a honors thesesBachelor of Art