Date on Master's Thesis/Doctoral Dissertation
Educational Leadership, Evaluation and Organizational Development
Educational Leadership and Organizational Development, EDD
Ingle, W. Kyle
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.
Phelan, Mitzi L., "Educator perceptions of the care and instruction of trauma exposed students in a small, urban, Christian school." (2023). Electronic Theses and Dissertations. Paper 4214.
Retrieved from https://ir.library.louisville.edu/etd/4214
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