Educational Leadership and Policy Analysis electronic theses and dissertations (MU)
Permanent URI for this collection
The items in this collection are the theses and dissertations written by students of the Department of Educational Leadership and Policy Analysis. Some items may be viewed only by members of the University of Missouri System and/or University of Missouri-Columbia. Click on one of the browse buttons above for a complete listing of the works.
Browse
Recent Submissions
Item Walking the leadership tightrope : a qualitative investigation of working principals’ experience of work-life balance(University of Missouri--Columbia, 2024) Love, Edwin Andrew; Lee, Se WoongIn the years following the Covid-19 pandemic, concerns about educator anxiety, frustration, and burnout have risen. Schools face increased challenges in recruiting and retaining effective teachers. Though less publicized, there is also worry about the challenges that could drive principals from the profession. Many principals express dissatisfaction as well as struggles with physical, mental, and emotional wellbeing. Survey data indicates many feel improved work-life balance could be key to keeping them in the profession. Based off this data and the research-supported connection between work-life balance and wellness outcomes, effectiveness, and retention, this study sought to explore the working principal’s experience of work-life balance, the impacts they perceive from their experience, and the mechanisms they employ to manage the interaction between work and non-work spheres of life. The study employed qualitative methods to surface the individual experiences of principals and lay the groundwork for future research as well as individual and systemic supports that might equip principals for health, success, and longevity in their leadership roles.Item Mental health help-seeking behavior and service utilization in Salvadorian and Mexican youth and mothers(University of Missouri--Columbia, 2024) Glenn Perez, Audrey Lauren; Santiago, Rachel[EMBARGOED UNTIL 12/01/2025] Despite the decades of research and interventions developed to support Latine individuals there is still a disproportionate rate of mental health concerns in the Latine community. To ensure Latine youth are getting the mental health care they need to thrive, it is important to understand the role of culture, risk and protective factors, barriers and facilitators, and mental health messaging. The purpose of this study was to gain a deeper insight into how an individual interacts with the systems around them and how that influences their decision to seek out help and utilize mental health services when taking individual identity and cultural identity into consideration. This study employed a multiple case study design to gain a deeper understanding of Latine youth and their mothers experiences and perceptions of mental health. Latine youth-mother dyads (N=5) on the West Coast completed a journal entry, survey/questionnaire, and participated in an interview about their experiences and perceptions of mental health, barriers and facilitators, help-seeking behavior, service utilization, and mental health messaging. Several factors (culture, societal expectations, community barriers) were found to deter Latine youth and families accessing mental health care. However, self-perception and identity were found to have a positive impact on mental health help-seeking behavior and service utilization despite any barriers present. Additionally, mental health education and exposure to positive mental health views were found to increase Latine youth mental health help-seeking behavior, mental health awareness, and less stigmatized views.Item Re/membering scholarly bodies : a body mapping approach to exploring phd student be(com)ings in the neoliberal academy(University of Missouri--Columbia, 2024) Carr, Amanda Marie; Williams, Michael Steven[EMBARGOED UNTIL 12/01/2025] Informed by indigenous and poststructural feminist philosophies, this project centered bodily experience as knowledge to challenge the underlying assumptions of PhD student socialization and provide space for doctoral students to socialize each other differently. The core aims of the project were to understand how neoliberal discourse implicitly shapes doctoral student socialization, how students embody this socialization, and how collective socialization through body mapping can be used as a tool of neoliberal refusal. Using an in-relation body mapping method, this study explored two questions: What are PhD students' embodied experiences of be(com)ing through their socialization into a neoliberal academy? What is generated through the use of an in-relation body mapping methodology to explore PhD experiences? Throughout the study, participants shared complex and contradictory relationships with the academy, including pain, pleasure, joy, stress, love, conflict, and purpose. Findings indicated that mechanisms of informal socialization such as observed norms, rituals, and behaviors, storytelling from mentors and peers, and broader sociocultural narratives around higher education shaped participants' understandings of what it meant to be a scholar. Through these informal interactions, participants internalized neoliberal logics expressed in the form of academic guilt, and feelings of not enoughness, and foreboding. The manuscript demonstrates how participants' everyday decision-making around how they chose to show up in the academy involved ongoing negotiations between a desire to be authentic, perceived expectations of what is acceptable, and perceived risk. Findings also demonstrate body mapping as an in-relation method that provided time and space for participants to connect with the fullness of their experiences, reflect deeply on implicit assumptions held about the academy, and reconnect to purpose. The manuscript invites the readers to reflect on and make sense of their own be(com)ings as scholars through intentional pauses and engagement with study data. The dissertation concludes by sharing important implications for extending methodology, future research, and praxis.Item Teacher acceptance of instructional technology and educational innovation(University of Missouri--Columbia, 2024) Jarrett, Joe; Curs, BradleyTechnology in the classroom in present day education is ubiquitous. Innovation in classrooms is needed to ensure students are adequately prepared for their future careers. As a result, school and educational leaders need to ensure that the technological tools educators have access to are being leveraged in innovative ways. This study gives educational leaders insights into the underlying teacher attitudes that may lead to such practices. Through a linear regression analysis, teacher attitudes around instructional technology using the self-efficacy and ease of use components of the Technology Acceptance Model 3 (TAM 3) were compared to instructional practice as observed through walkthrough using the Technology Integration Matrix (TIM). A significant positive correlation was found between teacher computer self-efficacy and perceptions of ease of use, and there was as a significant correlation, in turn, found between ease of use and the level of observed innovative practice. These findings may give leaders needed insights into how to foster innovative practice.Item Transformative journeys : unveiling the metamorphosis of pre-service teachers through education abroad(University of Missouri--Columbia, 2024) Breedlove, Sydney Makenna; Whitney, StephenThis qualitative study explores the transformation in pre-service teachers participating in an education abroad practicum at a non-governmental organization where they taught English to vulnerable populations. Utilizing a phenomenological approach with grounded theory methods for data analysis, this research incorporated observations, questionnaires, and follow-up interviews to assess changes in teaching confidence, cultural awareness, and pedagogical approaches. Participants included nine female pre-service teachers, predominantly white, who engaged in daily educational activities designed to enhance their instructional skills and cultural competence. Findings indicate significant gains in adaptability, inclusive teaching practices, and a nuanced understanding of cross-cultural interactions, highlighting the practicum's effectiveness in preparing educators for diverse educational settings. Future research suggestions include longitudinal studies to track the enduring impacts of such programs.