2024 Doctoral Capstone Projects

The purpose of this mixed methods study was to gain insight into teachers’ perceptions related to Professional Learning Communities (PLCs). In addition, the study aimed to show alignment between teachers’ perceptions of the levels of implementation as compared to the administrative team and instructional coaching teams’ perception of implementation. Finally, this research gathered information about resources that were needed to sustain or continue to grow Professional Learning Communities. The results of this study showed that PLCs do have an impact on teaching and learning, and teachers, administrators, and instructional coaches are in alignment about the levels of implementation and needed resources to enhance or sustain PLCs.

Stability in educational leadership plays a crucial role in the success of K-12 public schools. Ensuring the retention of school leaders requires robust support systems that enhance leadership skills and self-efficacy. This research study investigated the effect of individualized leadership coaching on self-efficacy among school leaders, focusing on principals and assistant principals in the Franklin Regional School District. Employing a mixed-methods approach, the study utilized both qualitative and quantitative survey instruments to assess self-efficacy perceptions before and after the coaching intervention. The research encompassed six building-level leaders and analyzed shifts in self-efficacy linked to coaching sessions. The findings revealed modest changes in self-efficacy scores between the pre- and post-coaching assessments. Data triangulation concerning the length of service, frequency of coaching sessions, and coach choice did not significantly influence self-efficacy outcomes. The study examined whether a series of coaching sessions would impact the self-efficacy levels of school leaders: additionally ,it explored which specific self-efficacy domains were affected by coaching. The results were inconclusive, indicating a need for further research. Future studies may benefit from utilizing a more comprehensive self-efficacy measure and extending the duration of coaching interventions. The implications of this research extend to the development of a structured, supportive coaching program within the Franklin Regional School District. Targeted coaching aimed at enhancing skills such as capacity building. ,vision development, and fostering a culture of connectedness is anticipated to yield significant benefits for the district's leadership stability and overall school success.

School buses are responsible for transporting millions of children to and from school each year. The drivers of these buses have accepted a huge responsibility and must ensure the safety of all students on the bus; however, this is not always an easy task, especially when students exhibit negative or unsafe behaviors on the bus and create distractions for the driver. To address this concern, the researcher developed a mixed-methods action research project that would utilize the perceptions of school transportation personnel, elementary school parents, and school transportation administrators on student bus behaviors to create professional development opportunities for school transportation personnel. The goal of these trainings was to provide additional support and knowledge for school transportation personnel and decrease negative behaviors on their buses and vans, which would then decrease the number of bus misconduct referrals submitted to the elementary school. Qualitative data was collected in the form of survey responses and analyzed to guide the two days of professional development trainings for school transportation personnel. Quantitative data, in the form of bus misconduct referrals, was then collected from the 2022 – 2023 school year and compared to the number referrals from the 2023 – 2024 school year. When compared, the researcher found that the desired affect was achieved and there was a decrease in bus misconduct referrals from one year to the next.