Date on Master's Thesis/Doctoral Dissertation


Document Type

Doctoral Dissertation

Degree Name

Ed. D.


Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Ingle, W. Kyle

Committee Member

Powers, Deborah

Committee Member

Stark, Geneva

Committee Member

Stevens, Douglas

Committee Member

Yeager, Ray

Author's Keywords

trauma-informed classrooms; critical race theory; urban private school; Christian school; culturally relevant teaching


It is the endeavor of this research project to investigate how a gap in understanding and communication of an advisory program’s fundamental purpose could potentially impact the thoughts and beliefs of teachers in shaping their perceptions of an advisory program’s efficacy. To this end, the purpose of this phenomenological study is to explore the lived experiences of twelve teacher-advisors in two high schools in Shelby County, Kentucky to understand their concepts of an advisory program’s efficacy. Using convenience sampling, twelve teacher-advisors participated in semi-structured interviews, providing insight into three research questions regarding teachers’ beliefs, intentionality, and challenges of implementing a school-based advisory program. The results of this study will be valuable in improving the process of introducing and enacting advisory programs into school settings effectively. Teacher-advisors shared their lived experiences of serving as teacher-advisors in an advisory program. Interviews were transcribed, coded, and analyzed using Initial (Open) Coding and In Vivo coding. Five main codes and eight sub-codes emerged from the data, those codes are: Relationships, Goals, Communication, Efficacy, and Social Emotional Learning. Each theme was used to address the three research questions regarding teacher-advisors’ beliefs, intentionality and challenges of implementing an advisory program. Findings from this research suggested that teacher-advisors’ perceptions of their own self-efficacy as a teacher-advisor informs their implementation of advisory and shapes their perception of the efficacy of the advisory programs. Findings also showed that teacher-advisors’ self-efficacy is shaped by their ability to accomplish the perceived goals of advisory; relationship-building, fulfillment of the school’s advisory program framework, and successful completion of the advisory’s year-end project.