JOURNAL of K-12 EDUCATIONAL RESEARCH Volume 9 I Issue 1 a publication of the CENTER for K-12 EDUCATIONAL LEADERSHIP Dr. Michelle Barrow, Superintendent Newton ISD
PROGRAM FEATURES • Degree completion in four years while working full time • Three weekend in-person classes per semester • One week summer symposiums in Austin and Washington, D.C. • First three chapters of the dissertation written in research courses • Lifelong relationships created in the cohort model • Knowledgeable, Christian professors have extensive K-12 experience • Direct application to relevant K-12 issues and trends • 40% tuition scholarships 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 Dr. Pam Linton Chief Human Resources Officer in Frisco ISD
Journal of K-12 Educational Research 1 Ed.D. K-12 Graduates:
2 TABLE OF CONTENTS GREETINGS FROM THE DIRECTOR..................................................................................................................................3 A WORD FROM THE EDITOR................................................................................................................................................4 DEVELOPING AND RETAINING QUALITY TEACHERS IN A RURAL SCHOOL DISTRICT SERVING STUDENTS IN POVERTY........................................................................6 Michelle Barrow, Ed.D. IMPACT OF THE 321 INSIGHT TRAUMA-INFORMED PROFESSIONAL DEVELOPMENT SERIES ON CLASSROOM TEACHERS IN A RURAL NORTH TEXAS SCHOOL...........................................15 Heidi Bragg, Ed.D. THE SPANISH ACHIEVEMENT OF NATIVE ENGLISH SPEAKERS IN AN ELEMENTARY TWO-WAY DUAL-LANGUAGE PROGRAM....................................................................22 Bernadette White, Ed.D. THE RELATIONSHIP BETWEEN PRINCIPAL BILINGUAL CERTIFICATION AND ACADEMIC ACHIEVEMENT OF HISPANIC AND EMERGENT BILINGUL STUDENTS.........................32 Jesus Lujan, Ed.D. ASPIRING PRINCIPAL DEVELOPMENT IN ONE NORTH TEXAS SCHOOL DISTRICT.........................40 Lorie Squalls, Ed.D. EXPLORING THE RELATIONSHIP BETWEEN TEACHER RETENTION AND PRINCIPAL RETENTION........................................................................................50 Bradley Willi, Ed.D. AN EXAMINATION OF THE ESSENTIAL ELEMENTS OF PROGRAMS PREPARING FUTURE PRINCIPALS TO SUPERVISE SPECIAL EDUCATION...............................................55 Lindsay Henderson Lujan, Ed.D. CREATING OPPORTUNITIES FOR TRANSFORMATION IN EARLY CHILDHOOD–12TH GRADE: A GROUNDED THEORY STUDY...........................................................64 Jeremy Williams, Ed.D. JOURNAL OF K-12 EDUCATIONAL RESEARCH
Journal of K-12 Educational Research 3 Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd We are very proud to showcase the outstanding dissertations from the past year in the ninth 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 public, charter, and private 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 243 new Doctors of Education, and these graduates are serving in approximately 95 different school districts and systems in a wide variety of roles. 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. Remarkably, the vast majority of our students graduate within four years, and many are promoted while in the program or just after graduating. These numbers are unheard of in other programs! The unique design of the program and our commitment to our students is what makes our success possible. The DBU Ed.D. K–12 program is rigorous and relevant for school and district leaders. It is designed as a hybrid program that can be completed in four years or less, in a cohort model. Our caring and knowledgeable professors teach from a Christian worldview, and all have extensive experience in K–12 schools. Another program distinctive is that DBU has a full-time faculty member whose sole focus is to help shepherd students through the research and dissertation writing process. Additionally, our program’s students start designing their dissertation early in the program through a sequence of research design courses. The program is truly designed for busy professionals who may also have family, church, and community commitments. 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 truly 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 or someone you know needs to complete their doctoral degree, DBU may be the perfect fit. Please send their email address to me at larry@dbu.edu, and I will reach out and share more about the unique DBU experience. Have a blessed day! Larry J. McHaney, Ph.D. Director, Educational Leadership K-12 larry@dbu.edu | (214) 333-5217 Larry J. McHaney, Ph.D. GREETINGS FROM THE DIRECTOR
4 Dallas Baptist University is proud to present the ninth 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. This edition leads with two articles that were written by school leaders in rural schools. Dr. Michelle Barrow is featured on the cover, and she studied the challenges rural districts face in attracting and keeping teachers. Dr. Heidi Bragg’s study looked into the impact a specific trauma-informed professional development curriculum had on teachers and on the ways they engage with their students. The next two studies address topics that are specific to Emergent Bilingual students. Dr. Bernadette White’s study evaluated a particular curriculum being utilized to support native English speakers who are learning Spanish in a two-way dual language program; she had an interesting finding related to low-income students and bilingualism. Dr. Jesus Lujan sought to ascertain what difference it makes in student achievement in math and reading, if any, when a school’s principal is bilingual certified. The next three articles, written by Dr. Lorie Squalls, Dr. Bradley Willi, and Dr. Lindsay Henderson Lujan, respectively, include interesting information about principal development and a “grow your own” program, the practices of effective principals who have high campus climate scores, and preparing principals to lead special education departments. Dr. Squalls and Dr. Willi each utilized a mixed methods study while Dr. Henderson Lujan utilized a Delphi study that also included principal interviews. The final article, written by Dr. Jeremy Williams, used grounded theory methodology to build a theory for school transformation. Dr. Williams gathered data from public, public charter, and private schools in Texas that emphasize creative, moral, and social initiatives for EC–12 programs to create a new theory centering on school transformation through creativity, collaboration, and character education. 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 juliel@dbu.edu | (214) 333-5466 Julie Buckler Leslie, Ed.D. A WORD FROM THE EDITOR Journal of K-12 Educational Research 2025, VOL. 9, 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 Kellie Patterson LAYOUT Grace Salmon ABOUT THE COVER Dr. Michelle Barrow serves as the superintendent of Newton ISD, a rural district located in Southeast Texas on the Louisiana state line. The cover photo was taken on a farm in her district. Dr. Barrow has been the superintendent of Newton ISD for the past 13 years, and she has served in NISD for a total of 25 years. In 2020, Dr. Barrow was Region 5’s Superintendent of the Year. Later that same year, she went on to be a TASA Superintendent of the Year Top 5 Finalist. In 2022, Dr. Barrow was named the Texas Rural Education Association Superintendent of the Year. In 2023, she was named Agriculture Teachers Association of Texas Superintendent of the Year. Other previous positions held include elementary and middle school teacher, assistant principal, elementary principal, high school principal, curriculum director, and district coordinator of school improvement. Given that Dr. Barrow lives and works in a rural district, she is uniquely qualified to speak about both the joys and challenges of serving students and families in rural districts. Dr. Barrow earned her bachelor’s and master’s degrees at Stephen F. Austin State University and her doctorate in Educational Leadership K-12 from Dallas Baptist University.
6 DEVELOPING AND RETAINING QUALITY TEACHERS IN A RURAL SCHOOL DISTRICT SERVING STUDENTS IN POVERTY Michelle Barrow, Ed.D. Introduction Attracting and retaining educators can be challenging in any size school district, however in rural school districts that serve high-poverty students, the challenge is even greater. Educational leaders must understand and provide the support and training teachers need throughout their careers to retain teachers in rural school districts. The current study utilized a qualitative research methodology to explore the perceptions of teachers who are participating in or have completed a mentoring program in a rural East Texas school district. The current study also includes perceptions of campus administrators who have observed and mentored novice teachers during their introductory years in the teaching field. Introduction to the Problem The need for highly qualified educators continues to increase. In 2016, according to the Texas Commissioner of Education, the biggest threat to schools is the shortage of teachers available and that fewer college students are entering the field of education (Atasoy, 2022). A shortage of teachers is harmful to students and the education system (Garcia & Weiss, 2019). Determining the factors that contribute to rural school district educators continuing in the teaching profession will assist school district leaders to better understand how to increase teacher retention. According to the Texas Education Agency (TEA, 2024), during the 2022–2023 school year, 377,836 teachers were working in Texas, with 28.8% of new teachers being hired without a valid Texas certificate or teaching permit. Developing novice teachers into highly qualified educators is the responsibility of educational leaders on campuses and at the district level. Investing resources, training, guidance, and mentoring for novice teachers can assist them in having positive new teaching experiences, which can lead to professional growth and teacher retention. Teachers in rural settings are more likely to continue their careers at a rural campus when they feel as if they are valued by the campus principal (Stackhouse, 2011). Statement of the Problem Rural school districts that serve students in high-poverty areas struggle with providing exceptional teachers in classrooms for students. Oyen and Schweinle (2020) found that 67% of teacher candidates preferred to teach in nonrural areas during their clinical teaching experience, while 33% would consider teaching in a rural setting. Many of those who would consider teaching in a rural school district attended school in a rural school district during their youth. According to the U.S. Department of Education (2022), school leaders in rural areas were not as likely to recruit and retain highly qualified educators when compared to urban areas in all grade levels. School leaders in rural school districts must understand how to effectively develop teachers into highly qualified educators and retain them. Higher teacher turnover rates in schools that serve students in poverty are largely driven by unsupportive work environments and an ineffective campus principal leadership (Johnson et al., 2012). Rural school districts need to become cognizant of how to establish and foster a culture that promotes teacher retention. Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd
Journal of K-12 Educational Research 7 Literature Review Fewer new teachers are entering the education system than in the past, and more are leaving the field of education. During the 2022–2023 school year, the number of noncertified teachers rose to an all-time high, with 28.8% of individuals teaching in classrooms without a valid Texas teaching certificate. In 2022, the attrition rate of certified Texas teachers rose to a historic high of 13.4% (TEA, 2024). Approximately a third of new teachers depart the teaching profession within their first five years in the classroom (Frahm & Cianca, 2021). Highly qualified teachers are more likely to transfer schools or quit when teaching struggling learners or lower-achieving students (Boyd et al., 2005). Retaining teachers in rural school districts is essential to providing the best educational opportunities for students. Maintaining highly qualified teachers in rural low socioeconomic school districts is an ongoing challenge. The challenges in sustaining educators in a rural school district are not only due to the unavailability of highly qualified teachers, but also due to low teacher retention (Ingersoll et al., 2019). In 2020–2021, of the students enrolled in the Texas public education system, 60.3% were from low socioeconomic backgrounds, which is over half of the students enrolled in Texas public schools (Templeton et al., 2022). Why Teachers Leave the Field of Education Knowing the reasons why teachers leave the field of education is pertinent to developing a plan or program to retain them. According to the 2023 Texas Teacher Poll: Listening to the Educator Experience, almost half of the teachers who participated planned to make the teaching profession their only career when they began (Charles Butt Foundation, 2023). Among those surveyed in 2022, 75% were considering leaving their teaching position (Templeton et al., 2022). Rural teachers and administrators are frequently burdened with the lack of financial resources at school and with concerns for students not having their basic needs met due to poverty. Rural schools often have limited budgets to compete with salary offers or to maintain competitive salary offers like urban school districts (Seelig, 2017). Developing Teachers Through Mentoring Without support, newer teachers feel unprepared and overwhelmed. The attrition rates show that approximately half of the educators new to teaching will leave the profession within their first five years (Steele et al., 2019). Some of the most influential teacher induction and mentoring programs combine mentoring and coaching sessions with feedback from veteran teachers and professional development opportunities in various settings (Weisling & Gardiner, 2018). Mentors assist new teachers with problem-solving. Novice teachers value explicit and concrete suggestions as well as feedback as they develop their teaching skills, especially when the feedback comes from someone they respect who excels in the job the novice teacher is learning to do (Sayeski & Paulsen, 2012). Mentoring a new teacher requires responsibility, time commitment, and patience. Just because someone is a skilled teacher does not mean they possess the skills needed to be a mentor to a new teacher. Retaining Teachers The campus culture may also influence teachers to stay invested in their position and development. The campus principal has responsibilities in developing novice teachers, promoting a positive campus culture, and ensuring professional development opportunities are available to staff members to develop their skills. The investment principals make in supporting new teachers through mentoring structures and professional development in their beginning years must also provide and foster opportunities for those early in their careers and for veteran teachers to develop into skilled, highly qualified educators (Lehman, 2017). Constant teacher turnover can disrupt the momentum of building a solid campus culture and productive instructional programs throughout a school or district (Johnson et al., 2012). Teachers often choose to leave schools with poor or fragmented work environments. A campus leader or principal has a prominent role in developing the campus culture. According to the research of Johnson et al. (2012), some facets of the teachers’ work environment
8 are highly valued. Productive working relationships were reported as one of the most critical aspects of teacher retention. Second was the leadership of the campus principal. The third element that ranked high in teacher retention was the school culture. A positive school culture includes working in an environment where mutual trust, respect, and commitment to student success are highly valued (Johnson et al., 2012). A stable professional culture in a school can aid in the sustainability of teacher retention. Characteristics of Rural Schools To understand the overwhelming need to retain highquality teachers in rural schools that serve students in high-poverty situations, one must understand the characteristics of a rural school and community. In the United States, 56% of all operating public school districts are located in rural areas. These rural districts include 21% of the total U.S. student population in Grades PreK–12 (Harmon & Schafft, 2009). Rural schools do more than provide an education. The school district in a rural area is often the community’s largest employer and serves as the hub of the community (Tieken & Williams, 2024). According to the U. S. National Advisory Committee on Rural Health and Human Services (2018), children in rural areas can be impacted by adverse childhood experiences that tend to be more common in high-poverty homes, such as family violence, abuse, neglect, and untreated mental health issues. Rural students, especially those in high-poverty situations, struggle more academically when compared to other students (Graham & Provost, 2012). Being a principal of a rural school is more than just a job. It is a lifestyle closely watched by local community members (Preston et al., 2013). Rural school principals fill the roles of instructional specialist, assessment coordinator, change agent, and active community volunteer (Preston et al., 2013). Rural leaders must be conscious of all factors contributing to their reputation in the school and community. Fulfilling the role of a rural school principal is more intense than in an urban district because the role is more visible and personalized within a small community (Anderson & White, 2011). Rural principals experience diverse workloads that can be difficult to manage on a daily basis. Michelle Barrow, Ed.D. The school superintendent is someone who is viewed as a public servant and is responsible for serving students, families, staff, and the community while also meeting the demands of the school board (Williams et al., 2019). For a superintendent to have their career in only a single district is rare. Turnover in the superintendent’s position is one of the highest in the field of education (Williams et al., 2019). Rural school superintendents have an increased turnover rate due to personal challenges and professional and cultural obstacles that exist in isolated areas (Grissom & Anderson, 2012). Rural school districts’ most significant assets are the homegrown educators and administrators raised in the local area who have returned to teach and support the community (Valente et al., 2022). A growth mindset, dedication to the community, and education are essential for any district, but more so in a rural school district (Valente et al., 2022). School leaders are pivotal in establishing a school culture where teachers are valued, where they can grow and develop, and where they want to continue to work. Research Design Understanding the factors that cause teachers to leave rural districts and identifying what teachers value in a school district can assist educational leaders in providing an environment in which teachers want to work. It is estimated that 30% of public schools in the United States are in rural communities, and almost one in seven students enrolled in public schools attend a rural school district (National Center for Educational Statistics, 2014). The proportion of certified and effective teachers in rural high-poverty schools is less than those in urban districts without higher poverty numbers (Garcia & Weiss, 2019). Limited research focuses on understanding why teachers choose to teach and continue their careers in rural school districts, and this is an area that needs to be further explored (Arnold et al., 2015). The purpose of the case study was to explore and analyze an innovative teacher development program in a small rural district and to identify successful strategies that were used to develop and retain high-quality educators who
Journal of K-12 Educational Research 9 served students in poverty. The researcher conducted one-on-one participant interviews, drawing upon their thoughts, knowledge, beliefs, and feelings about the training they received as teachers and about the school culture where they have chosen to continue their careers. The interviews were audio recorded, written transcriptions of the interviews were prepared, and the results were grouped accordingly. Interviews were conducted with 14 teachers from the rural East Texas school district, which is approximately 14% of the teacher population in the district. Three campus principals were interviewed, which allowed for a representative from each of the campus levels within the district to participate in the study. Unique to the current study were participants who began their careers in public education as custodians, substitute teachers, and paraprofessionals and, with the support of campus and district administration, are now certified teachers. Setting The current study was conducted in a rural East Texas school district located on the state line of Texas and Louisiana, hereafter referred to as the District. According to the 2020–2021 Texas Academic Performance Report (TAPR) prepared by the TEA (2021), the single attendance zone district encompassed 536 square miles, serving approximately 968 students in Grades PreK–12th grade. By covering a vast area in square miles, some students ride the bus for an hour and half to arrive at school and then the same amount of time to return home, making the school day extremely long, which is often the case in rural school districts. The economically disadvantaged rate of students in the District was 77.3%, with the state having a rate of 60.3%. There were 45.1% of students considered at-risk, according to the TEA, in the selected school district, and 49.2% at-risk in the state. At the time of the current study, the District’s student population was 36% African American, 3.6% Hispanic, 53.8% White, and 5.8% who were two or more races. Approximately 15.8% of the District’s students qualified for special education services, which was higher than the state’s average of 11.3% (TEA, 2021). 15% of students in the District received 504 services, compared to the state average of 7.2%. Participants All case study participants were novice teachers who began their teaching careers in the District and have remained employed in the District. Campus principals were also interviewed. Their interviews focused on what they have observed and learned while working with novice teachers and with teachers who have chosen to remain working on their campus or within the District. Summary of Findings A total of 14 teacher interviews and three principal interviews were conducted. The three themes that surfaced from the current study include: (a) support for novice teachers, (b) training for novice teachers, and (c) effective work culture. Of the 14 teacher participants interviewed, 11 participated in alternative certification programs to become teachers, while only three participants originally attended college to become teachers in a traditional teacher certification program with a clinical teaching component. The first research question pertained to novice teachers’ perceptions of the support they had in their district. Research Question 1 (RQ1) What are the perceptions of novice teachers of the support available to them in their district? The subthemes that emerged within system support were routines and classroom management. During the study, all 14 teacher participants referred to their struggles with classroom management or keeping students on task in some way during their interviews. In the current study, 71% of the teachers interviewed mentioned classroom management as a challenge for them as novice teachers. The teachers explained various reasons they struggled with classroom management, ranging from not having an established management system to keeping students on task and the challenges of maintaining set consequences for misbehaviors. Three of the 14 teachers interviewed shared that they did not have to ask anyone for assistance. Their mentor or principal saw they were struggling and provided guidance on managing their students better. The remaining 11 teachers asked their mentor teacher, a grade-level team member, or the principal for advice on how to address student behavior issues in their classroom.
10 The current study’s results showed that instructional support had three subthemes: differentiation, curriculum planning, and resources. During their interviews, the teacher participants explained their challenges as novice teachers and how much the encouragement of their principals, colleagues, and others helped them continue to grow into competent teachers. During the teacher interviews, the word encouragement was mentioned 16 times as teachers explained their experiences as novice teachers. Teacher participants discussed the value of having a supportive campus principal who provided support and guidance in significant areas. Teachers highly valued the support they received from their campus principal. Principal support was mentioned by 79% of the teacher participants. Research Question 2 The second research question explored novice teachers’ perceptions of the instructional training and support they received in the school district. Research Question 2 (RQ2) What are the perceptions of novice teachers of instructional training and support they receive in the district? The interview data related to RQ2 revealed that not everything a new teacher is expected to learn falls neatly under the heading of instructional training or support. For the system training theme, the following subthemes emerged: teacher tasks and documentation. The system training theme contained two areas that novice teachers must work towards learning and mastering as novice teachers. During the teacher participant interviews, all 14 mentioned at least one of the tasks depicted in Figure 1. During the teacher participant interviews, the teachers voiced frustration with learning and completing the various tasks expected from teachers not part of the teaching/learning process. The researcher labeled the variety of responsibilities a novice teacher has to learn to manage and may need assistance learning how to complete as teacher tasks to distinguish them from actual instruction. Experienced teachers often do not think of teacher tasks as overwhelming. For novice teachers, however, simple tasks like the tasks depicted in Figure 1 can become frustrating and burdensome. When a novice teacher has to learn various tasks at once, keep their lesson plans up to date, and juggle everything simultaneously, they can quickly become discouraged. Figure 1 also indicates Michelle Barrow, Ed.D. Figure 1 Teacher Tasks that Required Assistance for Novice Teachers
Journal of K-12 Educational Research 11 the number of times participants mentioned the various teacher tasks they were required to learn in addition to learning how to design and deliver engaging lessons. Figure 1 During the principal participant interviews, one principal explained that one of the main areas teachers struggle with is juggling all the tasks they have to complete and the techniques they must learn. Her explanation of how she supports novice teachers in this area gives insight into how she develops and trains novice teachers: I understand how a novice teacher can be overwhelmed. I always tell them they cannot master and get everything perfect during their first few years. I encourage my new teachers to pick one area they are struggling with and learn as much as possible to improve it. Once they have accomplished one area, they can move on to the next. This also gives the novice teacher a sense of achievement when they have mastered one skill or technique. The second code for system training was documentation. Of the 14 teacher participants, eight mentioned the amount or types of documentation they were expected to complete as a teacher. The second theme that surfaced in RQ2 was instructional training. The codes mentioned the most within this area were lesson planning, special education/504 services/response to intervention, and parent communication. All three principals shared one common observation: Teachers are usually uncomfortable interacting with parents or attending parent-teacher conferences. A different principal participant shared that she often roleplays with novice teachers on how to have a successful parent-teacher conference. She also shared that when novice teachers can sit in and observe their mentor or a veteran teacher in a parent-teacher conference, they can better observe the dynamics of the conference and apply skills they learned in their own conferences. Research Question 3 The third research question explored the perceptions of campus principals about how they build a campus culture that encourages teachers to continue working in the District. Fostering an inviting campus culture is more important than ever when retaining teachers in a rural district. Research Question 3 (RQ3) What are the perceptions of campus leaders of how to build a culture that encourages teachers to remain in the district? Establishing a positive work culture on a campus and in a district takes time and effort. Campus principals play a crucial role in establishing a campus’ culture. The last research question revealed two subthemes: relationship building and instructional leadership. Within relationship building, the two nodes that were dominant in the research findings were availability and communication. Building relationships helps to build a strong campus culture that encourages teachers to stay in the profession and the district. The principals responded similarly in the area of availability; they all mentioned the importance of developing relationships with their teachers by being available for their staff. According to the campus principals, when the principal is available to listen or answer questions, teachers feel more supported. When a principal is inclusive with staff members and fosters collaboration, teachers will likely model the same behavior. During the teacher interviews, the participants mentioned the term availability 70 times when discussing the campus principal, mentor teacher, or other support staff. Teachers value the campus principal being available to ask questions, get feedback, and listen to them. Instructional leadership is the second theme from RQ3. The two nodes that developed were modeled expectations and resources. A principal who is viewed as the instructional leader of the campus builds a campus culture that encourages novice teachers to remain in the profession and the campus. Principals may ensure novice teachers have the needed supplies in their classroom, a supportive mentor, or extra time with an instructional coach. In the current study, the researcher verified the interview data collected through a qualitative research methodology
12 known as triangulation. For the current study, member checking, a peer review panel, and a key informant were used to verify the data. Limitations It is significant to note that the researcher was also the superintendent in the District when the research was conducted. The teachers who had worked in the District the longest were more open in their responses. This limitation indicates that the information discovered in the current study may not consist of all variables due to some teachers’ willingness or hesitancy to provide detailed, unguarded feedback. Another limitation was that the current study participants were not allowed to review interview questions in advance. They may have been better prepared to give more detailed answers if they had viewed the questions in advance. Lastly, the current study involved teachers who began their teaching careers in the District and chose to continue working in the District. Future research could benefit from gathering the perceptions of those serving as mentor teachers who work with novice teachers. Recommendations It is recommended that the instructional support personnel available to novice teachers be expanded to the high school campus. The elementary and middle school campuses have reading and math coaches that assist novice teachers with lesson planning, problem-solving, and instructional practices. The high school campus could benefit from a staff member dedicated to working with teachers with lesson planning, using high-quality instructional materials, modeling, and academic coaching. Funding is limited in a rural school district, and an additional employee would be an added cost to the District. That said, the additional cost would likely assist in reducing teacher turnover and increase student academic success. It is recommended that mentors work together to target the novice teachers’ common questions. The mentoring team could divide the work, so they do not have to focus on all areas with novice teachers. Novice teachers could be grouped according to the areas where they need assistance from a mentor who specializes in that area. This Michelle Barrow, Ed.D. recommendation may not apply when mentoring novice teachers in all situations, but it could benefit the common areas needed. Additionally, novice teachers and mentor teachers need dedicated time to work together. Principals can assist in the development of the program by utilizing the master schedule to create specific times for mentors and novice teachers to work together to benefit all involved. A recommendation specifically for campus and district administrators is to observe at-will employees who already work in the school district. Find those employees who could potentially become teachers and encourage them to enroll in classes to work towards becoming a teacher. Those who are trained on the job where the campus administrator spends time developing their skillset are more likely to be dedicated to a campus or district that provided support to them in their career development. This practice could increase teacher retention. Conclusion The current study aimed to understand novice teachers’ perceptions of the support and instructional training available in their district and campus leaders’ perceptions of building a culture that encourages teachers to remain in the district. The results showed that novice teachers felt supported by their mentors and principals. Campus principals believe that to create a culture where teachers want to continue working, they have to provide an atmosphere that is welcoming, provide teachers with the resources they need, have clear communication, and be accessible to their staff. All teacher participants began in the District as novice teachers and have chosen to stay, empowering the district to continue to enhance the teacher mentoring program. Improving and expanding the current program could help novice teachers further develop their skills and help relieve factors that tend to stress them. Maintaining a high-quality staff is challenging in rural school districts and even more complicated in districts serving students in poverty, which is why mentoring programs to support novice teachers must remain a district’s top priority.
Journal of K-12 Educational Research 13 References Anderson, M., & White, S. (2011). Resourcing change in small schools. Australian Journal of Education, 55(1), 50–61. https://doi.org/10.1177/000494411105500106 Arnold, M. L., Newman, J. H., Gaddy, B. B., & Dean, C. B. (2015). A look at the condition of rural education research: Setting a direction for future research. Journal of Research in Rural Education, 30(9), 1–12. Atasoy, R. (2022). Sustainability of the school leadership in the digital era under the shadow of crisis. In E. Al-A’ali & M. Masmoudi (Eds.), Leadership and workplace culture in the digital era (pp. 149–168). IGI Global. https://doi.org/10.4018/978-1-6684-5864-8.ch010 Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). Explaining the short careers of high- achieving teachers in schools with low-performing students. American Economic Review, 95(2), 166–171. https://doi.org/10.1257/000282805774669628 Charles Butt Foundation. (2023). The 2023 Texas teacher poll: Listening to the educator experience. https://charlesbuttfdn.org/wp- content/uploads/2023/09/2023-teacherpoll.pdf Frahm, M., & Cianca, M. (2021). Will they stay or will they go? Leadership behaviors that increase teacher retention in rural schools. The Rural Educator, 42(3), 1–13. https://doi.org/10.35608/ruraled.v42i3.1151 Garcia, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. Economic Policy Institute. https://epi.org/163651 Graham, S. E., & Provost, L. E. (2012). Mathematics achievement gaps between suburban students and their rural and urban peers increase over time (ED535962) [Issue Brief No. 52]. Carsey School of Public Policy. ERIC. https://eric.ed.gov contentdelivery/servlet/ERICServlet?accno=ED535962 Grissom, J. A., & Anderson, S. (2012). Why superintendents turn over. Educational Research Journal, 49(6), 1146–1180. https://doi.org/10.3102/0002831212462622 Harmon, H., & Schafft, K. (2009). Rural school leadership for collaborative community development. The Rural Educator, 30(3), 4–9. https:// doi.org/10.35608/ruraled.v30i3.443 Ingersoll, R., May, H., & Collins, G. (2019). Recruitment, employment, retention and the minority teacher shortage. Education Policy Analysis Archives, 27(37). https://doi.org/10.58680/vm201729291 Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39. https://doi.org/10.1177/0161468112114010 Lehman, C. (2017). Teaching mentors matter: A critical relationship to retain and develop great teachers. Voices from the Middle, 25(1), 100–102. https://doi.org/10.58680/vm201729291 National Advisory Committee on Rural Health and Human Services. (2018). Exploring the rural context for adverse childhood experiences: Policy brief and recommendations (ED591840). ERIC. https://files.eric.ed.gov/fulltext/ED591840.pdf National Center for Educational Statistics. (2014). Table A.1.a–2: Number of public elementary and secondary schools, by urban-centric 12-category locale and state or jurisdiction. https://nces. ed.gov/surveys/ruraled/tables/xls/A.1.a.-2_1314.xls Oyen, K., & Schweinle, A. (2020). Addressing teacher shortages in rural America: What factors encourage teachers to consider teaching in rural settings? The Rural Educator, 41(3), 12–25. https://doi.org/10.35608/ruraled.v41i3.923 Preston, J., Jakubiec, B., & Kooymans, R. (2013). Common challenges faced by rural principals: A review of the literature. The Rural Educator, 35(1). https://doi.org/10.35608/ruraled.v35i1.355 Sayeski, K. L., & Paulsen, K. J. (2012). Student teacher evaluations of cooperating teachers as indices of effective mentoring. Teacher Education Quarterly, 39(2), 117–130. Seelig, J. L. (2017). Battling declining enrollment in the upper Midwestern United States: Rural schools in a competitive society. Australian and International Journal of Rural Education, 27(2), 77–92. https://doi.org/10.47381/aijre.v27i2.122 Stackhouse, J. (2011). Rural teacher collaboration, support, and job satisfaction: An analysis of one small school (Publication No. 3502053) [Doctoral
14 Michelle Barrow, Ed.D. About the Author Dr. Michelle Barrow serves as the superintendent of Newton ISD, a rural district located in Southeast Texas on the Louisiana state line. Dr. Barrow has been the superintendent of Newton ISD for the past 13 years, and she has served in NISD for a total of 25 years. In 2020, Dr. Barrow was Region 5’s Superintendent of the Year. Later that same year, she went on to be a TASA Superintendent of the Year Top 5 Finalist. In 2022, Dr. Barrow was named the Texas Rural Education Association Superintendent of the Year. In 2023, she was named Agriculture Teachers Association of Texas Superintendent of the Year. Other previous positions held include elementary and middle school teacher, assistant principal, elementary principal, high school principal, curriculum director, and district coordinator of school improvement. Dr. Barrow earned her bachelor’s and master’s degrees at Stephen F. Austin State University and her doctorate in Educational Leadership K-12 from Dallas Baptist University. She can be reached at mbarrow409@gmail.com for research inquiries. dissertation, George Fox University]. ProQuest Dissertations & Theses Global. Steele, J. S., Brown, N., Kinder, R. T., Amos, C., Luu, A., O’Brien, N., Ranchez, M. L., Tengan, J., Walker, A. C., & Young, J. (2019). Teacher! Teacher! An artistic exploration of the true-story troubles of first year teachers. Cultural Studies Critical Methodologies, 20(5), 471–484. https://doi.org/10.1177/1532708619885404 Templeton, T., Horn, C., Sands, S., Mairaj, F., Burnett, C., & Lowery, S. (2022). 2022 Texas teacher workforce report [Prepared for the Charles Butt Foundation]. College of Education, University of Houston. https:/ charlesbuttfdn.org/whatwere-learning/research-reports/ Texas Education Agency. (2021). 2020–2021 Texas academic performance report (TAPR). https:// rptsvr1.tea.texas.gov/perfreport/tapr/2021/index.html Texas Education Agency. (2024). Teacher employment, attrition, and hiring. https://tea texas.gov/texas-educators/superintendents/teacher employmentattrition-and-hiring-march-2024.pdf Tieken, M. C., & Williams, S. (2024). Commentary: Times article on rural school misses half the story—educational success. The Rural Educator, 42(5), 72–73. https://doi.org/10.35608/ruraled.v42i3.1289 U.S. Department of Education. (2022). Characteristics of public school teachers who completed alternative route to certification programs. Conditions of Education. https://nces.ed.gov/ programs/coe/indicator/tlc alternative-route-certification Valente, R., Tejwani, J., Pedroza, V., & Cartznes, S. (2022). Increasing rural teacher preparedness through a teacher residency. The Rural Educator, 43(4), 58–61. https://doi.org/10.55533/2643–9662.1333 Weisling, N. F., & Gardiner, W. (2018). Making mentoring work. Kappan, 99(6), 64–69. https://doi.org/10.1177/0031721718762426 Williams, H., Shoup, K., Durham, L., Johnson, B., & Dunstan, S. (2019). Perceptions of rural superintendents on factors influencing employment decisions. School Leadership Review, 14(2), Article 7. https://doi.org/10.3102/1570607
Journal of K-12 Educational Research 15 IMPACT OF THE 321 INSIGHT TRAUMA-INFORMED PROFESSIONAL DEVELOPMENT SERIES ON CLASSROOM TEACHERS IN A RURAL NORTH TEXAS SCHOOL Heidi Bragg, Ed.D. Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd Introduction According to the Child and Adolescent Health Measurement Initiative (2020), nearly 30 million children in the United States have experienced one or more types of significant childhood trauma. Teachers are at the forefront of educating and managing students who have experienced trauma. As defined by The Substance Abuse and Mental Health Services Administration (SAMHSA, 2025), trauma is the negative impact on an individual’s long-term mental health or physical well-being that is a result of single or multiple life events that were viewed as physically harmful, emotionally harmful, or life-threatening. Oehlberg (2008) emphasizes, “The field of education, from preschool through teacher training, cannot ignore the issue of traumatic stress if schools are to meet the expectation of parents, community, and the nation” (p. 1). To better prepare teachers, schools need to train staff and implement trauma-informed professional development (TIPD). Introduction to the Problem Childhood trauma causes lifetime effects for millions of U.S children every year (Lubit et al., 2003). Historically, educators have known that a student’s home life, or what happens outside of school, has a greater effect on that student than their interactions and experiences within the school day (Souers & Hall, 2016). Even though the aforementioned phenomenon is known by educational leaders, few schools create initiatives that connect comprehensive TIPD for all staff members and do not prepare teachers to understand the impact of trauma on students (Wong, 2008). Research has also shown that trauma in childhood is associated with difficulties in school performance, as social, emotional, cognitive, and even brain development can be significantly impacted by traumatic stress (Perfect et al., 2016). Students affected by trauma often exhibit cognitive delays, difficulty with attention and decision-making, and behavioral dysregulation, which collectively undermine academic success (Rossen, 2020). Creating a trauma-sensitive school climate is the key to meeting the educational needs of all students. Early intervention in schools helps alleviate the effects of trauma and childhood stress on a child’s health, education, and behaviors throughout a lifetime (Shonkoff & Garner, 2012). The need for educators to understand the connections between decreased academic achievement, learning, and childhood mental health problems caused by trauma should be of the utmost concern for school leaders (Oehlberg, 2008; Wong, 2008). Currently, schools face a crisis to reach the millions of students affected by trauma. At this time, trauma is the largest public health issue facing schools and students with at least two-thirds of students experiencing some form of abuse, neglect, death, natural disaster, experiencing or witnessing violence, or incurring adverse childhood events (SAMHSA, 2019). Summary of Literature Review Childhood trauma causes lifetime effects for millions of U.S. children every year (Lubit et al., 2003). These adverse childhood experiences (ACEs) significantly impact brain development, emotional regulation, and social functioning, often leading to long-term health complications, academic struggles, and behavioral challenges (Shonkoff et al., 2009).
16 practices meet the needs of students not only educationally but also socially and emotionally (Phifer & Hull, 2016). Trauma-sensitive schools are filled with nurturing, emotionally available teachers who create educationfocused classrooms that emphasize the importance of student self-control and student-driven learning (Craig, 2016). These schools prioritize a sense of safety, trust, and collaboration, which are essential for students affected by trauma to thrive (Blodgett & Dorado, 2016). The COVID-19 pandemic exacerbated challenges caused by trauma and exposed more students to stressors, such as illness, family instability, and loss. Educators, often without specialized training, were tasked with supporting traumatized children while maintaining academic rigor. This gap underscores the importance of TIPD that equips teachers to understand, identify, and respond effectively to trauma-related behaviors (Phifer & Hull, 2016). Trauma-informed programs should also be included in the day-to-day curriculum to increase positive student outcomes (Blodgett & Dorado, 2016). Such programs often incorporate mindfulness, social-emotional learning (SEL), and restorative justice practices, which have been shown to improve student engagement and reduce disciplinary incidents (Craig, 2016). Changes in the school climate, school and classroom policies, and teacher expectations need to be addressed to fully adopt a trauma-informed approach (Phifer & Hull, 2016). Schools that successfully integrate trauma-informed practices not only enhance student learning but also contribute to the overall well-being of their communities by fostering resilience and positive social relationships. Research Design The primary objective of the current study was to explore and understand the impact of TIPD training on an educator’s knowledge, classroom strategies, beliefs, and behavioral responses regarding trauma-impacted students. A qualitative intrinsic case study design was used to explore teacher perceptions following participation in the 321 Insight TIPD Series. The 321 Insight TIPD Series provides educators with structured, video-based learning modules that emphasize the Because of the increasing prevalence and impact of trauma on today’s children, educators are required to adopt new and alternative teaching methods and skills that were not necessary in previous generations (Oehlberg, 2008). Traditional teaching methods that rely heavily on strict discipline and rote memorization may not adequately address the needs of students affected by trauma. Instead, educators must implement trauma-informed strategies that focus on emotional well-being, relationship-building, and individualized support (Phifer & Hull, 2016). Oehlberg (2008) stresses, “The field of education, from preschool through teacher training, cannot ignore the issue of traumatic stress if schools are to meet the expectation of parents, community, and the nation” (p. 1). Many teachers, however, feel unprepared to provide meaningful interventions for students with trauma while also meeting the educational needs of the rest of the class (Thomas et al., 2015). This lack of preparation can result in increased stress for teachers, higher rates of burnout, and reduced effectiveness in supporting students academically and emotionally (Craig, 2016). The need for professional development and ongoing support for educators is critical to ensure they can effectively address trauma-related issues in the classroom (Blodgett & Dorado, 2016). An estimated 60% of all children will experience at least one traumatic event, and approximately 22% of those will experience four or more different types of traumatic events before the age of 18 (Finkelhor, as cited by Berliner & Kolko, 2016). The effects of trauma can manifest in various ways, including difficulty concentrating, anxiety, aggression, withdrawal, and an increased likelihood of engaging in risky behaviors (Shonkoff et al., 2009). These challenges highlight the importance of creating a trauma-sensitive school climate to support the academic, social, and emotional development of all students. Creating a trauma-sensitive school climate is the key to meeting the educational needs of all students. Early intervention in schools helps alleviate the effects of trauma and childhood stress on a child’s health, education, and behaviors throughout a lifetime (Shonkoff et al., 2009). Schools that implement effective trauma-informed Heidi Bragg, Ed.D.
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