ORCID

http://orcid.org/0000-0003-1527-8921

Date of Award

2020

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Elizabeth Gil

Second Advisor

Anthony Annunziato

Third Advisor

Joan Birringer-Haig

Abstract

The purpose of the current mixed method study was to determine whether there were statistically significant relationships between teacher perceptions of student acceptance of individual responsibility at school and (a) student gender, (b) student grade level, (c) student socio-economic status, (d) teacher gender, (e) number of years of teaching experience, and (f) teacher access to adequate resources to support students. The researcher collected and explored quantitative data via perceptions of six teacher-participants through a 5-point, 15-item Likert scale called the teacher’s rating scale, which was a measure of student acceptance of individual responsibility at school. Teacher-participants were volunteers via email recruitment. The student-data of this study was selected via random cluster sampling by the teacher-participants. The data pertained to students in three third-grade classes and three fifth-grade classes (90 students in total). The researcher was not, at any time, privy to any of the students’ names or personal information, as this information was substituted for numerical designations by the teacher-participants. The researcher also collected and explored qualitative data by utilizing a phenomenological method. Data was collected and coded from a semi-structured, 16-item interview protocol. The qualitative phase of the current study focused on understanding the subjective, lived experiences and perspectives of the six teacher-participants (Creswell, 2013). The results of the quantitative phase showed significant relationships between teacher perceptions and student gender, student grade level, teacher gender, and number of years of teaching experience. From the qualitative phase, four broad themes emerged from the data; indicating that parents and families influence student acceptance of individual responsibility, teacher rapport and connectedness with students influence student acceptance of individual responsibility, school programs, activities, and supports influence student acceptance of individual responsibility, and student acceptance of individual responsibility at school plays a role in their own academic success. The current study examined factors that may influence teacher perceptions, as well as the potential impact of those perceptions on students. The findings could be pivotal for future research into the concept of students taking more ownership and responsibility for their own learning as well as how teacher perceptions of students may play a role.

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