JOURNAL of K-12 EDUCATIONAL RESEARCH Volume 8 I Issue 1 a publication of the CENTER for K-12 EDUCATIONAL LEADERSHIP
PROGRAM FEATURES • Degree completion in four years while working full-time • Direct application to current K-12 issues and trends • Lifelong relationships through the cohort model • Research that will impact your school or district • Three weekend classes per semester • Summer Symposiums in Austin and Washington, D.C. • Tuition competitively priced and financial aid available For more information, contact: Dr. Larry McHaney I (214) 333-5217 I larry@dbu.edu I dbu.edu/doctoral/edd Dallas Baptist University I College of Education I 3000 Mountain Creek Parkway, Dallas, TX 75211 Ed.D. IN EDUCATIONAL LEADERSHIP K-12 Equipping Servant Leaders for the 21st Century The Ed.D. in Educational Leadership K-12 program emphasizes a practical approach to leadership development utilizing the servant leadership model. This degree program is for individuals who wish to have a transformational impact on their K-12 setting through their ability to integrate faith and learning. The program is both academically rigorous and practical in design. EARN YOUR DOCTORATE AT DBU
Journal of K-12 Educational Research 1
2 TABLE OF CONTENTS GREETINGS FROM THE DIRECTOR..................................................................................................................................3 A WORD FROM THE EDITOR................................................................................................................................................4 INTEGRATING FAITH AND WORK: WORKPLACE SPIRITUALITY,TEACHER EFFICACY, JOB PLACEMENT, AND GRIT................................................................................................................................................6 Cynhea Cyndy Chang, Ed.D. TEACHERS’ PERSPECTIVES OF THEIR ABILITY TO RESPOND TO AN ACTIVE SHOOTER ON CAMPUS ..............................................................................................................................13 Mandi Murphy, Ed.D. SELF-EFFICACY AMONG BEGINNING ELEMENTARY TEACHERS PARTICIPATING IN TRADITIONAL AND ALTERNATIVE PREPARATION PROGRAMS.................................................................18 Tuyet T. Huynh, Ed.D. ANALYZING PARENT, STUDENT AND STAFF PERCEPTIONS OF SCHOOL CLIMATE AND THEIR RELATIONSHIP TO POSITIVE CULTURE IN ELEMENTARY SCHOOLS OF A NORTH TEXAS SCHOOL DISTRICT ....................................................................................................................26 Matthew C. Rainey, Ed.D. TEACHER EFFICACY: SELF-PERCEPTIONS OF GENERAL EDUCATION CHRISTIAN SCHOOL TEACHERS TEACHING STUDENTS WITH DYSLEXIA AND RELATED DISORDERS ...............................................................................................................................................34 J’Aime C. Balogh, Ed.D. THE CLASSROOM TEACHING AND LEARNING EFFECTS OF PERSONALIZED PROFESSIONAL DEVELOPMENT IN K–12 SCHOOL EDUCATION...........................................................................................................................................42 Knikole Taylor, Ed.D. A SCHOOL ENVIRONMENT MEETING THE NEEDS OF THE COMPLEX NEURODIVERSE STUDENT.................................................................................................................................................50 Dana Judd, Ed.D. LET THEM BE HEARD: A PHENOMENOLOGICAL STUDY ON THE PERCEPTIONS OF AFRICAN AMERICAN STUDENTS IN AFFLUENT SCHOOLS......................................................................................................................................................60 Chelsea N. W. MacKinnon, Ed.D. JOURNAL OF K-12 EDUCATIONAL RESEARCH On the cover: Ed.D. K-12 Recent Graduate Dr. Cyndy Chang and her Chair, Dr. Kathy Barnes
Journal of K-12 Educational Research 3 Journal of K-12 Educational Research 2024, VOL. 8, ISSUE 1 dbu.edu/doctoral/edd We are very proud to showcase the outstanding dissertations from the past year in the eighth edition of the Journal of Educational Research K-12. This Journal is a product of the Ed.D. in Educational Leadership K-12 program at Dallas Baptist University, which has been designed to develop transformational servant leaders who will serve our schools with excellence. This Journal is intended to further the research in K-12 education and to share this research with educational leaders in north Texas and beyond. Since its inception in 2011, the DBU Ed.D. K-12 program has produced over 220 new Doctors of Education, and these graduates are serving in approximately 90 different school districts and systems in a wide variety of roles. As superintendents, assistant superintendents, directors, principals, assistant principals, counselors, and teachers, they are making a significant impact on the students and faculties they serve. As servant leaders, they understand their role to work collaboratively with all stakeholders in producing productive citizens who will impact the world in a positive way. The Ed.D. K-12 program is designed as a hybrid program that can be completed in four years or less, in a cohort model. Students are in class three weekends per semester, and one-week seminars in the summers – including a travel seminar to Washington, DC. Our professors all have extensive experience in K-12 schools, and the degree is focused on the practitioner. Remarkably, 85% of the students graduate within four years, and the drop-out rate is less than 10%. Fifty percent of the students are promoted while in the program. As one graduate put it, “Being a part of the DBU family is the most impactful decision I ever made for myself personally and professionally. The network of educators that I now have across the state who share the DBU name has become one of my greatest resources. When you choose DBU, you choose relationships, mentors, and an experience unsurpassed by any other university that will deeply prepare you for the plethora of opportunities that will be awaiting you upon graduation.” Please read the important research contained in this Journal, and feel free to share it with everyone in your circle of influence. Furthermore, if you know of someone who needs to complete their doctoral degree, send their email address to me at larry@dbu.edu. Have a blessed day! Larry J. McHaney, Ph.D. Director, Educational Leadership K-12 (214) 333-5217 Larry J. McHaney, Ph.D. GREETINGS FROM THE DIRECTOR
4 Dallas Baptist University is proud to present the eighth issue of the Journal of K-12 Educational Research. The articles in this issue are presented by a selection of recent graduates of the Doctorate in Educational Leadership K-12, a practitioner’s degree that highlights skills needed to lead districts and schools in North Texas and beyond. Each article is a summary of the data gathered for their individual dissertations, and each provides answers to questions of local interest. Our students search for immediate, site-based solutions that could be applied to a variety of contexts. This edition contains several timely articles about issues on the minds of many educational leaders—school security, how to recruit, support, and retain teachers, and how to serve students with dyslexia and other neurodiverse needs. Dr. Tuyet Huynh conducted a mixed methods study that analyzed various teacher preparation programs and their impact on new teacher self-efficacy, as these factors impact teacher retention. Dr. J’Aime Balogh conducted a mixed methods study regarding teacher preparation and self-efficacy in meeting students’ needs in the general education classroom when they have dyslexia and related disorders. Dr. Dana Judd conducted a case study of a Christian school that was founded specifically to meet the academic, social, emotional, and spiritual needs of neurodiverse students, and Dr. Mandi Murphy explored teachers’ perceptions regarding how prepared they are to respond in an active shooter situation on their campus. Additionally, this edition includes an article by Dr. Matt Rainey about school culture and the specific strategies campus principals utilize to create a positive campus culture. Dr. Cyndy Chang studied workplace spirituality, teacher efficacy, and job placement. More specifically, Dr. Chang wanted to know if Christian educators’ faith helps them fight burnout and persevere longer or differently than their peers. Dr. Chelsea MacKinnon explored the lived experiences of African American teenagers who attend affluent high schools, and Dr. Knikole Taylor studied teachers’ voices and needs related to professional development. DBU’s Ed.D. K-12 program is based on the Biblical servant leader model of putting the needs of others first. Students explore problems that have immediate concern in their districts and are encouraged to share their findings with those districts. The articles included in this issue and the final dissertations upon which they were based have the potential to empower educational leaders and classroom educators and to make a positive difference for students in North Texas and beyond. Julie Buckler Leslie, Ed.D. Director of Research in Educational Leadership K-12 Dallas Baptist University juliel@dbu.edu (214) 333-5466 Julie Buckler Leslie, Ed.D. A WORD FROM THE EDITOR Journal of K-12 Educational Research 2024, VOL. 8, ISSUE 1 dbu.edu/doctoral/edd
Journal of K-12 Educational Research 5 JOURNAL OF K-12 EDUCATIONAL RESEARCH PUBLISHING INFORMATION EDITOR Julie Buckler Leslie, Ed.D. ASSISTANT EDITOR Sally S. Scoggins, Ed.D. ART DIRECTOR Clancy Spencer LAYOUT Rachel Rolfe
6 INTEGRATING FAITH AND WORK: WORKPLACE SPIRITUALITY, TEACHER EFFICACY, JOB PLACEMENT, AND GRIT Cynhea Cyndy Chang, Ed.D. Introduction According to research conducted in the 1980s and 1990s, teachers make about three educational decisions per minute; in an 8-hour workday, teachers answer around 1,500 questions (Klein, 2021). As teachers develop meaningful relationships with their students, teachers often assume responsibility for students’ overall wellbeing. Consequently, teachers become the trusted friends, counselors, and mentors of the students. As the COVID-19 pandemic further diversified and broadened the array of problems, teachers now help solve technological difficulties, bridge academic gaps, and support students in social-emotional crises. As a result, teachers are at a greater risk of fatigue and burnout caused by occupational stress, leading to an unforeseen rate of teacher turnover and attrition. While it has been a few years since the outbreak of the COVID-19 pandemic, a 2022—2023 study reports that 68% of educational professionals still struggle with burnout despite their perception of meaningful work (Ascione, 2024). Ascione (2024) found that 75% of the 400 participants, which includes teachers, special education teachers, school-based counselors, speechlanguage pathologists, and occupational therapists, believe post-pandemic staffing shortages have impacted them. Due to long hours, tasks outside of their duties, and stress, more than half of the participants planned for a career change. Reports of burnout for educational professionals are nearly 10% more than for professionals in other industries. Yet, solutions that address the heavy workload, lack of support, and high levels of occupational stress are still to emerge (Ascione, 2024). Consequently, the researcher took an interest in improving the sustainability of the teacher community through educational research on faith and teacher resilience. Introduction to the Problem The recent statistics display apparent chain reaction or the cumulative effect of occupational stress. Teacher burnout leads to low job satisfaction, which leads to teacher turnover, which leads to the teacher shortage, which then again drives the remaining teacher population to exhaustion. When confronted by teacher shortages, school leaders make many compromises, directly impacting student success. To help solve the prevailing problem of teacher turnover, the current study examined the effects of faith integration on Christian teachers’ grit. By identifying workplace spirituality, teacher efficacy, and job placement in religious and secular schools as important factors impacting Christian teachers’ work, the researcher further investigated why and how Christian teachers press on in their roles. Literature Review The current study includes a literature review of today’s teachers, today’s schools, reasons for teacher burnout, teacher mobility and retention, motivation and goals, similar studies on workplace spirituality, and teacher empowerment. The literature review began by creating an understanding of today’s teachers and schools. It helped establish the basis for the current study, encompassing many generations of teachers currently providing education to K–12 students in post-pandemic schools. By Journal of K-12 Educational Research 2024, VOL. 8, ISSUE 1 dbu.edu/doctoral/edd
Journal of K-12 Educational Research 7 recognizing the similarities and differences between public and private schools, leaders can understand workplace conditions such as compensation and merit pay, which may motivate teachers to stay in a particular school (Pham et al., 2021). Furthermore, the self-concordant goals framework defined by Sheldon and Elliot (1999) helped leaders understand different sources of individual’s motivation. Grit was highlighted as an essential concept for investigation among teachers because it cultivates enjoyment and success instead of anxiety (Jaeger et al., 2022), as well as pride, relief, and satisfaction instead of frustration, boredom, and disappointment (Stupnisky et al., 2016). Self-efficacy was also proven to be a vital factor attributing to student motivation and achievement (Mojavezi & Tamiz, 2012) and mitigating negative feelings of burnout and demoralization (Skaalvik & Skaalvik, 2010). In addition, self-management education was suggested as a critical enabler that can help teachers reach learning or life goals and develop professional skills and habits required for the ever-evolving teaching job (Transforming Education, 2020). Finally, similar studies on workplace spirituality helped the researcher determine assumptions that can be made based on previous findings and the specific methodology the current study utilized to yield relevant results regarding Christian teachers’ integration of faith and work. Empowering teachers not only involves delegation and recognition of important work but also training them to become socially and emotionally competent individuals. Intentional efforts to build socialemotional awareness and healthy relationships at work can reduce burnout and increase efficacies (Zakrzewski, 2013), an essential first step to achieving teacher resilience. A culture of excellence based on shared responsibility for student success will fuel teachers and leaders to exercise authentic (Bhindi & Duignan, 1997) and participative (Yukl, 2013) leadership that binds the community together. Research Design The current study aimed to examine the relationship between workplace spirituality, teacher efficacy, job placement, and grit among Christian educators and investigate the process of incorporating faith in post-pandemic, religious, and secular classrooms. To create an in-depth understanding of teachers’ motivation to persevere, a mixed-method, convergent parallel design was utilized. The first four research questions were addressed using a multiple regression analysis, and the last research question was addressed using a set of open-ended questions. Research Question 1 (RQ1) Does workplace spirituality predict grit in Christian teachers? Research Question 2 (RQ2) Does teacher efficacy predict grit in Christian teachers? Research Question 3 (RQ3) Does job placement in religious or secular schools predict grit in Christian teachers? Research Question 4 (RQ4) Taken together, do workplace spirituality, teacher efficacy, and job placement predict Christian teachers’ grit? Research Question 5 (RQ5) What are Christian teachers’ perceptions regarding incorporating faith at work? The researcher utilized Kinjerski’s (2013) model to guide the examination of teachers’ spirituality in the workplace. With the Spirit At Work Scale (SAWS), Kinjerski (2013) defined and measured four aspects of an individual’s workplace spirituality: • Engaging Work (EW): Profound feelings of wellbeing, a belief that one is in meaningful work with a higher purpose, and an awareness of alignment between one’s values and beliefs. • Mystical Experience (ME): A positive state of energy or vitality, a sense of perfection, transcendence, and experiences of joy and bliss. • Spiritual Connection (SpC): A connection to something larger than self. • Sense of Community (SoC): Feelings of connectedness to others and common purpose. The researcher was particularly intrigued by the potential association between the quantitative aspects of workplace spirituality and teachers’ perceptions of integration of faith and work, which was reflected in the open-ended
8 questions. The following four items, developed upon research on online retrospective probing (Behr et al., 2017; Züll, 2016), were added to the end of the questionnaire: Item 1. In what ways do you integrate faith at work? List a few examples. Item 2. What structures or supports are in place at your school that facilitate your integration of faith? Item 3. What are some factors at work that may limit your ability to fully incorporate faith at work? Item 4. What benefits does incorporating faith at work provide to you and others at school? Summary of Findings and Interpretation of Results Using the data from 95 teachers of the Protestant faith, the researcher calculated descriptive statistics, observed significant correlations, and made decisions to accept or reject the null hypothesis. The Christian teacher sample self-reported as being 81.1% female and 18.9% male. The mean age was 40.93 years, with a standard deviation of 12.76. The majority of participants, 61%, reported as white 61.1%, followed by 22.1% Asian, and 13.7% Hispanic or Latino. The mean tenure was 12.14 years, with a standard deviation of 10.93. Finally, 65.3% of teachers worked in a religious school and 34.7% in a secular school. Quantitative variables were determined as mean scores across all items. According to the descriptive statistics, scores from all three measured variables had a left skewed distribution. The Grit-S had 8 items, and the maximum score possible was 5. The participants, on average, scored 3.71 with a standard deviation of 0.57. While Duckworth et al. (2007) reported Cronbach’s alpha score of .85, the current study’s internal consistency reliability for the grit items was estimated at .727. The Spirit at Work Scale (SAWS) had a total of 18 items, and the maximum score possible was 6. The participants’ mean score was 5.1 with a standard deviation of 0.74. Kinjerski’s (2013) alpha score of .93 was closely aligned with the current study’s reliability score of .932. Lastly, the Teachers’ Sense of Efficacy Scale (TSES-S) had 12 items, and the maximum score possible was 9. The mean score for the participants Cynhea Cyndy Chang, Ed.D. was 7.3, with a standard deviation of 1.09. This reflects that the participants felt most confident in answering the spirituality questionnaire, which asked them to reflect on engaging work, a sense of community, spiritual connection, and mystical experience. The current study’s reliability of the efficacy scale was .930, which was slightly greater than .90 reported by Tschannen-Moran and Hoy (2001). When the correlation between variables and their respective p values were examined, the correlation between grit and spirituality and between efficacy and spirituality was significant with a p-value of < .001. The correlation between grit and efficacy was also significant (p = .002). A significant correlation between predictors—efficacy and spirituality—required the researcher to check the regression structure coefficients to determine the unique contribution of each predictor in the multiple regression analysis. The independence of observations, normality, homoscedasticity, and non-collinearity were tested and confirmed. Another significant correlation between spirituality and placement (p = .032) revealed that teachers in religious schools had higher levels of spirit at work than those teachers in secular schools. The researcher believes that the alignment of personal and organizational goals led to higher scores in engaging work and the shared belief led to a stronger sense of community. In addition, when Christian teachers are supported by the administration, teachers, and families to practice their faith, they are more likely to experience a heightened sense of community. The community that further challenges and keeps Christian teachers accountable may also have allowed them to stay connected to God at work. Finally, the overall culture of gratitude at religious schools could have been the source of energy and joy, attributing to higher scores in mystical experience. In the following sections, the researcher will review a summary of findings for each research question and provide possible explanations for the results obtained. Overall, the multiple regression model Grit = 1.614 + 0.314 (Spirituality) + 0.075 (Efficacy) + -0.087 (Placement) produced a multiple R2 of .222, meaning that the three
Journal of K-12 Educational Research 9 predictors accounted for 22% of the variance in teacher grit. According to Cohen (1988), an R2 of .222 reflects a medium-size effect (as cited in Yockey, 2018). The effect size or magnitude of an effect is impacted by the assessment instruments’ accuracy and the current study population’s diversity. The researcher believes that while the pre-existing questionnaires were reasonably accurate in measuring the treatment effects, a more diverse sample of Christian teachers could have produced research findings with more practical significance and applications. Quantitative Findings Explained (RQs 1—4) Research Question 1 (RQ1) Does workplace spirituality predict grit in Christian teachers? RQ1 examined whether workplace spirituality significantly predicted Christian teachers’ grit. With a regression coefficient of 0.314, a beta weight of 0.407, and a p-value of < .001, the researcher rejected the null hypothesis and assumed the alternative hypothesis. Workplace spirituality was the only significant predictor of grit, taking into account teacher efficacy and job placement. The squared structure coefficient of .885 suggested that spirituality was predominantly responsible for 88.5% of the grit variance that was explained by the regression model. Moreover, since the questionnaire was placed last, after the Grit-S and the TSES-S, the participants may have gained more familiarity in responding on the Likert scale when they completed the SAWS. Furthermore, the nature of the items on the SAWS is likely to appeal to Christian teachers and parallel the ideas reflected in the Grit-S. For instance, the questions, “I experience a match between the requirements of my work and my values, beliefs, and behaviors,” “I am able to find meaning or purpose at work,” “I am fulfilling my calling through work,” and “I have a sense of personal mission in life, which my work helps me to fulfill” would especially appeal to those Christian teachers at a religious placement who agree with the faith-based vision and mission of the school. When teachers are spiritually aligned, they are more likely to persevere in pursuing long-term goals. Similarly, questions about the connection with God’s positive influence on the work as a source of wisdom and guidance could have yielded high scores for the sample of Christian teachers. Because the Bible resonates with the theme of grit—especially when doing mission work—Christian teachers would press on toward the goal despite hardships. Research Question 2 (RQ2) Does teacher efficacy predict grit in Christian teachers? RQ2 examined whether teacher efficacy significantly predicted Christian teachers’ grit. With a regression coefficient of 0.075, a beta weight of 0.144, and a p-value of .152, the researcher failed to reject the null hypothesis for this predictor. Teacher efficacy did not predict grit in Christian teachers, taking into account workplace spirituality and job placement. To interpret the results, the researcher imagined classroom situations with a great sense of control and low motivation. For example, a teacher could effectively control disruptive behaviors yet be discouraged from the setback internally. Likewise, a teacher could motivate students who show low interest in schoolwork but may need to be more hardworking and diligent individuals themselves. Although many scenarios permit ideas of the TSES-S to contract those of the Grit-S, interpretation of the structure coefficient for efficacy indicated that 37.3% of the explained variance in grit was due to teacher efficacy. Thus, even though the β weight was not significant, efficacy did account for some variance in grit. Research Question 3 (RQ3) Does job placement in religious or secular schools predict grit in Christian teachers? The third research question examined whether job placement significantly predicted Christian teachers’ grit. With a regression coefficient of -0.087, a beta weight of -0.073, and a p-value of .443, the researcher failed to reject the null hypothesis. A teacher’s placement in religious or secular schools did not predict grit in Christian teachers, taking into account workplace spirituality and teacher efficacy. Christian teachers’ job placement may be irrelevant in predicting grit because some individuals are highly affected by their community in developing perseverance and passion for long-term goals, while others are not. Highly
10 motivated individuals will overcome obstacles and achieve regardless of the supportive leaders, colleagues, and a common religion. On the other hand, teachers experiencing stress and burnout will not at all be gritty wherever they are placed for work. Moreover, high distractibility when working on projects may be indicative of ADHD, commonly observed in adults as well as children—utterly unrelated to the job placement. Similarly, other underlying conditions, lifestyle factors, and overall lack of motivation can explain why a teacher has trouble focusing on the task. Research Question 4 (RQ4) Taken together, do workplace spirituality, teacher efficacy, and job placement predict Christian teachers’ grit? The fourth research question examined whether the dependent variable grit could be collectively predicted by workplace spirituality, teacher efficacy, and job placement. Even though workplace spirituality was the only significant predictor of grit, taking into account the other two measured variables (β = .41, t(91) = 4.02, p < .001), the overall regression was also found to be significant (F(3, 91) = 8.637, p < .001, R2 = .22). This may be due to two out of three independent variables—spirituality and efficacy—explaining the majority of variance explained in grit. The variance values were 0.54 for spirituality and 1.18 for efficacy. Qualitative Findings Explained (RQ5) Research Question 5 (RQ5) What are Christian teachers’ perceptions regarding incorporating faith at work? The qualitative portion of the current study identified four primary themes that illustrated faith integration into Christian educators’ professional lives: Routine, Perspective, Mission, and Value. The theme of Routine emphasized the established practices of worship and devotion in religious schools, such as chapel services, staff prayer, and devotional sessions, which fostered a spiritual environment and promoted community. Christian teachers engaged in personal prayer and journaling in secular settings, contributing to their sense of purpose and wellbeing. These practices provided support, strength, and wisdom, enhancing their professional and personal lives. The Perspective theme highlighted how Biblical perspectives shaped teaching and disciplinary practices. Christian educators in religious schools integrated Biblical principles into the curriculum, used Christian textbooks, and incorporated scripture into lessons. They modeled Christ-like behavior, demonstrating integrity and grace in their interactions, reinforcing their educational and spiritual mission. The third theme, Mission, discussed how faith-based goals and professional objectives intersected, providing Christian teachers with a sense of calling and purpose. Their faith guided their teaching practices, helping them impart academic knowledge and moral values rooted in Christianity. This mission-driven approach made them resilient in the face of challenges, as they aimed to positively influence students and colleagues, potentially sparking interest in the Christian faith. Lastly, the Value theme focused on the Biblical values that shaped student-teacher relationships. Christian teachers promoted kindness, compassion, and love, seeing each student as unique and valuable. This approach created a nurturing and safe environment, fostering healthy relationships that benefited the educational experience. Overall, integrating faith into their professional roles was a holistic, lived experience that influenced teaching, decision-making, relationships, and personal conduct, making it a central aspect of their daily work. Implications The current study adds unique findings to the grit research, focusing on teachers’ spiritual wellbeing. Rather than exploring various measures of success, the researcher surveyed Christian teachers’ motivation concerning their faith in God, self, and community. Ultimately, the researcher believed a teacher’s ability to teach authentically and passionately led to a successful career. The qualitative findings confirmed that faith integration helped build the discipline and rapport necessary for student success. The current study also discovered that spiritually connected teachers at work were “grittier.” Considering teachers’ sense of self-efficacy and job placement in religious or secular schools, Christian teachers’ spirituality significantly predicted grit. Since previous research did not examine the intersection between faith and grit, there is little to Cynhea Cyndy Chang, Ed.D.
Journal of K-12 Educational Research 11 confirm or refute. However, the literature helped design the methodology to include important factors such as self-efficacy and grit in predicting teacher resilience. Based on similar studies, it was predicted that workplace spirituality impacts employee attitudes and behaviors. Chishti et al. (2022) argued that a lack of spiritual values contributes to lower honesty rates in business students than their humanities counterparts, suggesting that integrating spirituality into business education could lead to more meaningful work and ethical leadership. The open-ended responses confirmed that a teacher’s spirituality fosters integrity, which helped them model admirable work ethic and character to students and colleagues. Low (2023) redefined spirituality in education, emphasizing practical applications such as mindfulness, and highlighted how educators use spirituality to navigate challenges and enhance their teaching practices. Teachers’ responses also confirmed that prayer and spiritual reflection helped Christian teachers endure difficult situations and people. Furthermore, teachers could value students, teach with kindness and patience, and even promote grit in students as a result of faith integration. Conclusion The researcher suggests utilizing the current study findings to improve teacher resilience and address the evolving demands of the teaching profession. Findings regarding the integration of faith and work—supportive structures, limiting factors, and benefits—can be used to further understand today’s teachers and schools, reasons for burnout, teacher mobility and retention, and teachers’ motivation and goals. Effective leadership that fosters a caring school culture, promotes shared responsibility, and encourages collaboration is crucial in supporting teachers and improving their professional satisfaction (Conzemius & O’Neill, 2001; Krieg et al., 2014). The researcher believes there is a great need for supportive working conditions, specifically faith integration, through which leadership can mitigate the negative impacts of post-pandemic teaching. Intentional leadership that values social-emotional competence and workplace spirituality will create a supportive environment where teachers and students thrive. References Ascione, L. (2024, February 13). An alarming number of educators are jumping ship. eSchool News. https://www.eschoolnews.com sel/2024/02/27/survey-educator-burnout-stress/ Behr, D., Meitinger, K., Braun, M., & Kaczmirek, L. (2017). Web probing–implementing probing techniques from cognitive interviewing in web surveys with the goal to assess the validity of survey questions Version 1.0). (GESIS Survey Guidelines). Mannheim: GESIS–Leibniz-Institut für Sozialwissenschaften. https://doi.org/10.15465/gesissg_en_023 Bhindi, N., & Duignan, P. (1997). Leadership for a new century: Authenticity, intentionality, spirituality and sensibility. Educational Management & Administration, 25(2), 117–132. Chishti, M. F., Sultan, S., Ahmed, A., & Haq, I. (2022 Spiritual finance a way forward for sustainable finance: A conceptual approach. Business, Management and Economics Engineering, 20(2), 1308–1327. Conzemius, A., & O’Neill, J. (2001). Building shared responsibility for student learning. ASCD. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087. Jaeger, J., Chang, C. L., & Stupnisky, R. (2022). How does counseling psychology faculty members’ grit relate to their emotions and success in teaching and research? Innovative Higher Education, 47(5), 775–792. Kinjerski, V. (2013). The spirit at work scale: Developing and validating a measure of individual spirituality at work. Handbook of Faith and Spirituality in the Workplace: Emerging Research and Practice, 383–402. Klein, A. (2021). 1,500 decisions a day—at least: How teachers cope with a dizzying array of questions. Education Week. https://www.edweek.org/teaching learning/1-500-decisions-a-day-at-least-how-teachers cope-with-a-dizzying-array-of-questions/2021/12 Krieg, S., Smith, K. A., & Davis, K. (2014). Exploring the dance of early childhood educational leadership. Australasian Journal of Early Childhood, 39(1), 73–80. Low, R. Y. S. (2023). Teachers taking spiritual turns: A
12 practice-centered approach to educators and spirituality via Michel Foucault. Educational Philosophy and Theory, 1–10. Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory & Practice in Language Studies, 2(3). Pham, L. D., Nguyen, T. D., & Springer, M. G. (2021). Teacher merit pay: A meta-analysis. American Educational Research Journal, 58(3), 527–566. Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: The self-concordance model. Journal of Personality and Social Psychology, 76(3), 482–497. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. Stupnisky, R. H., Pekrun, R., & Lichtenfeld, S. (2016). New faculty members’ emotions: A mixed-method study. Studies in Higher Education, 41(7), 1167–1188. Transforming Education. (2020). Self-management toolkit. https://transformingeducation org/resources/self-management-toolkit/ Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct Teaching and Teacher Education, 17(7), 783–805. Yockey, R. D. (2018). SPSS® demystified: A simple guide and reference. Routledge. Yukl, G. (2013). Leadership in organizations. Pearson Education Inc. Zakrzewski, V. (2013). Why teachers need social emotional skills. https://mgiep.unesco.org article/why-teachers-need-social-emotional-skills Züll, C. (2016). Open-ended questions (Version 2.0). (GESIS Survey Guidelines). Mannheim: GESIS-Leibniz-Institut für Sozialwissenschaften. https://doi.org/10.15465/gesis-sg_en_002 About the Author Dr. Cynhea Cyndy Chang serves as Educational Consultant in the DFW Area. Other previous positions held include Program Assistant, Research Assistant, Enrichment Specialist, and Inclusive Education Tutor. She holds a Bachelor’s degree in Linguistics from McGill University, a Master’s degree in Educational Psychology from McGill University, and a Doctor of Education Degree in Educational Leadership K-12 from Dallas Baptist University. She can be reached at cynheachang@gmail.com. Cynhea Cyndy Chang, Ed.D.
Journal of K-12 Educational Research 13 TEACHERS’ PERSPECTIVES OF THEIR ABILITY TO RESPOND TO AN ACTIVE SHOOTER ON CAMPUS Mandi Murphy, Ed.D. Journal of K-12 Educational Research 2024, VOL. 8, ISSUE 1 dbu.edu/doctoral/edd Introduction All children in the United States have the right to a free public education no matter their background, religion, race, financial status, or citizenship (American Civil Liberties Union, 2022). State and federal legislation regarding school safety are often proposed; however, as bills are introduced there seems to be little input from teachers who are the people protecting students. There is a lack of evidence that the policies in place prepare educators to protect students (Jonson, 2017; Petzold, 2020). Summary of Literature Review Student learning is the primary purpose of school; however, according to McLeod (2020), for students to learn, they must feel safe. Violence in schools, reported violence, students’ fear of guns, or other misbehavior creates an inability to learn or attend school (Bast & DeSimone, 2019). The widespread news of each school shooting increases parents’ fear causing schools and the government to upgrade schools to protect students (Lavoie, 2015). The Emergency Operations Plans (EOPs) are developed and audited for districts (Texas School Safety Center [TxSSC], 2022a). TxSSC also provides schools with the Standard Response Protocol (SRP) that includes five specific actions to be performed during an emergency incident: Hold, Secure, Lockdown, Evacuate, Shelter (TxSSC, 2022b). Acknowledging the gap of time between the first violent shot and the officer engaging the shooter creates a void when students and adults are most vulnerable; the seconds that comprise this void are often when students are killed, injured, and traumatized (National Threat Assessment Center, 2019). Summary of Study The purpose of the current study was to discover teachers’ perceptions of their ability to respond on their current campus based on state and federal legislation, local policies, and the training they receive. This is important because teachers did not state that an armed person on campus increased their ability to respond. School leaders will need to support teachers by implementing training when students are not present to improve teachers’ confidence in the planning, prevention, and mitigation of an armed shooter. Research Question 1 (RQ1) What are the perceptions of teachers regarding school safety and security? The current study generated data from participants about their experiences, schools, school crisis training, and teachers’ perceptions of their own self-efficacy in an active shooter event. An overall concern amongst the participants was a lack of fundamental knowledge. Teachers know the protocols of what they are supposed to do in a drill. However, there is a lack of teacher confidence in their ability to deviate from the SRP model. Eighty-one percent of teachers did not feel confident that they would know what to do if their first response, which is to hide, was not successful. According to the data generated in the current study, teachers shared a lack of understanding of their District Emergency Plan. None of the participants served on the Safety Committee, and only 12% could name a teacher who served. The protocols listed in the Emergency Plan are the SRP. Most teachers acknowledged that flyers are posted in the classrooms and reviewed at
14 Mandi Murphy, Ed.D. the beginning of the year. Teachers also shared that all communication about security, safety, and expectations is top-down only. Ultimately, most respondents do not feel prepared to respond to an active shooter event. Research Question 2 (RQ2) What are the active shooter training methods that teachers perceive as best practices? Teachers want specific training without students being present. Teachers’ specific needs on campuses included the implementation of situational training that results in physical action and communication amongst staff. Every single participant agreed with each other that simulations, tabletops, and exercises are not appropriate for students. Teachers wanted to focus solely on learning during the simulations without also worrying about students’ fears of the unknown. The theme of “specific training” also identified teachers’ desires to hear positive and negative feedback about their responses from leadership. This accountability included trusting their leader, such as their principal and assistant principal, to communicate with them. Also, participants identified the importance of learning from their mistakes. Teachers want to learn from feedback about their mistakes and improve their confidence in learning about how to respond to an active shooter. Research Question 3 (RQ3) What are teachers’ perceptions about armed staff? Research findings demonstrated that all participants agreed that someone should be armed on every campus. All respondents believe the best way to stop an active school shooter is with a trained shooter responding as quickly as possible. They believed this would be a decision based on district capacity but does not replace the importance of teachers’ training. Teachers also felt empowered when action training, such as mock training, included armed staff and teachers at the same time. Seventy-five percent of the teachers had not been in a mock scenario with armed staff, a school resource officer, or Independent School District police. Confidence in Responding There is no documented evidence to suggest that a specific system is always effective at preparing a teacher to respond to an active shooter event; however, there are documented specific practices that schools are mandated in Texas to complete (Texas School Safety, 2020). The current study shows that the processes and procedures in Texas schools are not meeting the needs of teachers to prepare them to respond to an active shooter event. The current study also indicates that teachers want more comprehensive and action-based training without students. Interview data indicated that teachers view drills as important; however, they do not feel they have the opportunity to practice, without students, in an action/scenario learning environment to be best prepared. Findings from the current study support prior research findings. Ludwig (2016) found that repeating training and preparing consistently will decrease the time for a team of teachers to respond in an actual incident. Best Practices Much like instructional expectations for teachers to deliver learning opportunities to students, teachers want the same learning opportunities about safety. In the current study, teachers want to know the “why” and background information for safety. They want to actively participate in situational and specific training. They also want to be able to learn from their mistakes, and they want to be able to communicate with armed security, their leadership, and the staff that will be making decisions in the moment of an active shooter event. Teachers continually addressed the relevancy of scenario training and the importance of the action. “What if” was a common thread during discussions about best practices. The lack of time and follow-through for training seemed to be an ever-expanding concern. According to the data generated in the current study, teachers felt realistic, active, scenario-based training increases their confidence in their abilities to respond to an active shooter. Findings from the current study support research in best practices. These findings also demonstrate a significant need to increase the trainings to include scenario-based trainings (Lacoe, 2020; Lauck, 2016). Armed Staff For the last decade, armed staff has become a more consistent policy in P–12 Texas schools. Teachers
Journal of K-12 Educational Research 15 perceive armed staff as necessary and an improvement to the security of their school. However, the research also revealed examples of inconsistent implementation of training with armed staff. All teachers shared that they wanted more training and that they value action and scenario-based training. This finding in the current study is consistent with previous research by Ciccotelli (2020), Duff (2020), and Enos (2020). Importance of the Plan The districts’ EOPs should be the model for Campus Emergency Plans. A committee on each campus is required to participate in planning for the safety and security measures of the campus. The current study revealed examples of inconsistent implementation of committee meetings and disbursement of the information beyond basic drill protocols to teachers. Teachers often did not know members of the committee on their campuses. Teachers must be invited to participate in the development of Campus Emergency Plans (TxSSC, 2022a). Importance of Leadership In line with research, teachers recognize in a critical situation, such as an active shooter event, there are multiple ways they can respond (Martaindale & Blair, 2019); therefore, the responses to an active shooter event can diversify in every situation. Teachers value working with leadership who value their thought process and the development of trust. Goleman et al. (2013) stated that everyone in a group will turn to a leader for emotional guidance and find meaning during chaos based on the leader’s response. The response to the situation can change the type or level of crisis. Addressing the situation involves the following steps: respond, see the outcome, and then respond again. Teachers want to know the next steps to emergency situations. It is not enough that they know what they will do or what the protocol states they should do; they want to know how leadership will respond and then be guided in their next steps. The current study demonstrated that teacher self-efficacy is intertwined in the efficacy of the rest of the staff and guided by campus leadership, primarily the principal of the campus. DeVos et al. (2018) stated that leaders who train teachers to respond to crises and provide supportive environments optimize the potential of the school. Communication during and after active training empowers teachers. Unexpected Findings Teachers understand the obligations of counselors to serve in many roles; however, they see an increased need for students to receive counseling as a preventive to dangerous and violent behavior including possible active shooter events. They also feel administration responds to unruly behavior of students who are “out of control” with a lack of urgency. The learning process is hindered for other students in the classroom when administrators send the disruptive student back to class without time for the student to adjust their behavior and return to class ready to learn. Respondents stated that the continual anger, noise, and misconduct causes other students to have a range of emotions, including worry and fear. As Peterson (2019) found, 78% of active shooters leak their plans. Teachers feel that is happening when the misbehavior is consistent. Teachers are asking for support from administrators when they share troubling information, including verbal threats, drawings, writing, and social media posts with administrators. Teachers feel that when they discover troubling information, the information could be tied to future threats of attacks. When the students know about the information in the moment, it negatively impacts classroom culture. Implications Current legal guidelines and expectations provide guidelines for Emergency Operation Plans, Guidelines for Drills, and Legal expectations of armed staff on every campus. However, none of these replace the fact that teachers and staff must prepare to act quickly if an active shooter event occurs at school. Teachers explicitly shared the need for training without students. Specifically, they value active shooter simulation training on their campus. Furthermore, teachers would learn from the debriefing that typically follows a simulation, which would possibly increase their confidence in their ability to respond to an active threat.
16 References American Civil Liberties Union. (2022). Your right to equality in education. https://www aclu.org/other/your-right-equality-education Bast, S., & DeSimone, V. (2019, September 1). Understanding the factors. In Youth violence prevention in the United States: Examining international terrorists, domestic terrorists, school shooters, and gang members (pp. 11 27). Center for Strategic and International Studies (CSIS). http://www.jstor.org/stable/resrep22584.9 Ciccotelli, S. (2020, May). K–6 schools and the active shooter: Teachers’ perceptions of security implementations (Publication No. 28151167) [Doctoral dissertation, Centenary University]. ProQuest Dissertations and Thesis Global. DeVos, B., Nielsen, K. M., Azar, A. M., II, & Whitaker, M. (2018). Final report of the Federal Commission on school safety: Presented to the President of the United States. United States Department of Education. https:///www2.ed.gov/documents school-safety/school-safety-report.pdf Duff, A. (2020). Educator perception of preparedness for active shooter incidents in suburban Kansas City, Missouri public schools in a post Columbine educational landscape: A 20-year retrospective (Publication No. 28543135) [Doctoral dissertation, William Woods University]. ProQuest Dissertations and Thesis Global. Enos, B. T. (2020). Teachers with handguns: A qualitative exploratory multisite instrumental case study (Publication No. 2468703247) [Doctoral treatise, American College of Education]. ProQuest Dissertations and Thesis Global. Goleman, D., Boyatzis, R. E., & McKee, A. (2013) Primal leadership: realizing the power of emotional intelligence. Harvard Business School Press. Jonson, C. L. (2017). Preventing school shootings: The effectiveness of safety measures. Victims & Offenders, 12(6), 956–973. Lacoe, J. (2020). Too scared to learn? The academic consequences of feeling unsafe in the classroom. Urban Education, 55(10), 1385–1418. Recommendations Based on the findings of the current study, districts could consider providing teachers with more training during professional development days while students are off campus. Differentiation of training and offering teachers the option to volunteer for specific, action, advanced training could also improve their selfefficacy in responding to the possible event of an active shooter. Teachers mentioned technologies, such as panic buttons and cameras, as well as physical security measures, such as fences and bullet resistant glass, but there was little understanding of the improvement to security as a result. Teachers did not feel that adding technologies or barriers decreased their need for specific and continual active training. One recommendation to legislative decision makers is to recognize teachers in the current study feel safer with armed staff on their campus. The armed staff does not replace scenario based, active, and consistent training with feedback. Although principals are not meant to be protectors of the campus, they do set the culture and provide communication and a plan for teachers. Teachers want administrators to guide them, and they want to be well trained to help secure their campus. Conclusion With an increase in the number of active shooter incidents at schools across the country, and in remembrance of the past two Texas tragedies, Santa Fe Texas High School and Robb Elementary School in Uvalde, the current study focused on teachers’ perceptions of their ability to respond to an active shooter event. For teachers to be prepared, they must receive training. Training increases their confidence, staff unity, and their perceptions of their positive response. Teachers in the current study stated that armed staff increases their feeling of safety, but training increases their confidence in their personal response. Teachers in the current study also stated they do not want to be the ones carrying a firearm. The results of the current study further support armed staff at campuses and the importance of the application of action-based training. Mandi Murphy, Ed.D.
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