Educational Leadership and Policy Analysis electronic theses and dissertations (MU)
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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.
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Item Exploring student affairs professionals' perceptions of organizational change in public universities(University of Missouri--Columbia, 2025) Poostdoozan, Iman; Mendoza Middelkoop, Pilar[EMBARGOED UNTIL 08/01/2026] In the face of growing demands and complex challenges in higher education--including issues related to access, equity, student success, and the rapid integration of technology--organizational change has become inevitable. Colleges and universities must adapt their structures, policies, and practices to remain relevant and sustainable. Despite this urgency, a significant gap remains in the literature regarding organizational change within higher education. This study addresses that gap by exploring how student affairs professionals at public universities perceive organizational change. Through qualitative analysis of interviews with professionals across multiple institutions, the study uncovers how these individuals experience change efforts, the strategies they find most effective, and the challenges they encounter. Findings suggest that while organizational change can lead to meaningful improvements, it often has an initial impact on morale, especially among student affairs professionals. However, the study also highlights leadership strategies that can help mitigate these effects and foster a more inclusive change process. The insights from this research are intended to guide higher education leaders--such as presidents, provosts, deans, and other senior administrators--in more effectively designing and implementing change initiatives that support both organizational success and community well-being.Item Building leadership stability : exploring the relationship between superintendent tenure and principal retention rate(University of Missouri--Columbia, 2025) Park, Seijoon; Lee, Se Woong[EMBARGOED UNTIL 08/01/2026] Superintendent tenure is critical to school district stability, whereas principal retention is significant to school success. Retaining principals is among superintendents' key tasks, but the relationship between a superintendent's tenure in a school district and the rate at which principals stay remains empirically uncertain. Given the low stability and voiced concerns regarding the labor dynamics of leadership positions in rural districts, this study explored the relationship between superintendent tenure and principal retention rates in rural school districts. It followed Iowa, Minnesota, Missouri, and Wisconsin school superintendents from the 2009 to 2022 school years and tracked the principals in each year of their tenure in a school district to determine whether superintendents become more effective at retaining principals over time. Using regression with state- and year-fixed effects, this study examined whether the longer a superintendent stayed in a school district, the higher the retention rate of principals in that district was. Moreover, it investigated whether this relationship was strengthened in rural school districts. The findings indicated a positive association between years of experience as superintendents serving in school districts and principal retention rates. However, the extent to which superintendent tenure influenced principal retention rates across rural and non-rural school districts showed no statistically significant differences. This study's contribution lies in its comprehensive and empirical examination of superintendent stability's implications for school leaders' continuity across four Midwestern states. Furthermore, the study highlights the necessity for policies that more effectively account for variations in leadership labor dynamics across district locales and state contexts.Item Caregiver role perception, social capital, and its impact on advocacy and collaboration in IEP meetings(University of Missouri--Columbia, 2025) Edwards, Abbie Jill; Lee, Se Woong[EMBARGOED UNTIL 08/01/2026] The Individuals with Disabilities Education Act (IDEA) requires schools to ensure that caregivers of a student with a disability have an opportunity to participate meaningfully in IEP team meetings. IDEA expects caregivers to monitor compliance and hold schools accountable for fulfilling their legal obligations. With the importance of caregiver involvement and IDEA compliance, examining factors that impact collaboration and participation in IEP team meetings is necessary. Using the theoretical underpinnings of Coleman's social capital theory, this qualitative case study thematically analyzes caregiver interview data in examining caregivers' role perception and social capital impact and shape their IEP meeting experiences. Findings from this study suggest that caregivers perceive their role as advocates and feel they provide valuable insights on their child's educational needs. Furthermore, this research highlights caregivers' use of social capital through networks and trust to improve and enhance IEP meeting collaboration and participation. Findings indicate that schools should view caregivers as assets and focus on building relationships with caregivers by using rapport and trust-building behaviors.Item From learning to teaching : the impact of pre-service teachers' math experiences on their self-efficacy in the classroom(University of Missouri--Columbia, 2025) Wagner, Angela; Curs, BradleyThis qualitative study explored how elementary pre-service teachers perceived the development of self-efficacy for teaching mathematics and their description of how prior experiences as math learners influenced that development. Grounded in Bandura's (1977) theory of self-efficacy, three pre-service teachers who had completed two mathematics methods courses and had begun full-time student teaching were interviewed. Three dominant themes emerged: (a) early exposure to traditional, procedural, teacher-centered instruction shaped participants' beliefs about mathematics and math instruction; (b) experiences with mastery and struggle significantly influenced their confidence; and (c) emotional responses to learning mathematics had a lasting impact on self-efficacy. All participants recalled struggling with math during their K--12 education. Although they ultimately perceived high levels of elementary math teaching self-efficacy during student teaching, this growth was often conditional--frequently tied to curriculum structure or familiarity with the assigned grade level. Unlike some international studies suggesting negative math experiences tend to correlate with lower teaching self-efficacy, these findings suggest well-designed teacher preparation programs can help pre-service teachers reframe negative experiences and build lasting confidence.Item Supply and demand : hiring uncertified teachers in rural Missouri schools(University of Missouri--Columbia, 2025) Toepke, Amanda; Crawford-Rossi, EmilyThis study investigated the perspectives of elementary and secondary school principals in rural Missouri regarding the challenges of recruiting and retaining teachers. It specifically focused on principals' perceptions of the preparation and readiness of uncertified teachers, as well as the strategies, supports, and resources they utilize to retain and assist these educators. A qualitative case study was conducted, involving interviews with six principals and a representative from the Missouri Department of Elementary and Secondary Education (DESE). All participants identified teacher recruitment in rural schools as a significant challenge and expressed difficulties in retaining teachers, particularly uncertified ones, who were seen as requiring additional support for retention. The study's findings highlight the strategies, supports, and resources that school principals employ to address these persistent challenges. Notably, a significant communication gap was identified between the principals and the DESE, as well as between the principals and their respective school districts. Furthermore, the findings indicated that the DESE faces limitations in what it can provide to school districts due to statutory constraints. These insights carry important implications for principals' efforts to recruit teachers and retain uncertified teachers.