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This mixed-methods research study examined teacher perceptions of AAVE and the ways in which different factors influence how teachers value and use African American Vernacular English in the classroom. The results of the study found that there were no significant differences in AAVE perceptions when considering the highest degree earned, grade level taught, being a speaker of AAVE, taking a college course or professional development on diversity, race, and teaching tenure. However, results indicated that region of the country and being a teacher of record for AAVE-speaking students had a positive impact on perceptions of the use of AAVE. Implications of the research findings are discussed and future research topics are recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this mixed method study was to examine the relationships between teachers' academic department, years of experience, tenure status, and their knowledge of chronically absent students and the existing programs and interventions to support absent students in their schools. The study utilized a district of five junior-senior high schools in a suburb of New York, which is ethnically and economically diverse. Participants of this study took a survey composed of questions from two different surveys from the organization Attendance Works (an organization dedicated to the improvement of school attendance nationwide). Interviews followed to better interpret and triangulate the survey data. While studies around student absenteeism have examined academic effects of chronic absenteeism (Balkis et al., 2016; M. Gottfried et al., 2019; Kirksey, 2019) and others have studied programs and interventions that attended to this issue (Eklund et al., 2020; Finning et al., 2018; M. Gottfried et al., 2019) there were very few studies that examined the role of the teacher or the teachers' input and perceptions on the issue at hand or the programs used to alleviate it. This study fills a gap in the literature as teachers' perceptions had not generally been considered in prior research. The results can be used to inform teachers and administrators as to how they can best support chronically absent students and the teachers who work with them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is limited research surrounding non-native speaker-teachers of world languages and the disruption known as the "native speaker fallacy" (Phillipson, 1992), which is the belief that only native speakers can be the most suitable teachers of a given language. This phenomenological study examined the lived experiences of tenured, non-native Spanish-speaking teachers who work across different public high schools on Long Island about their perceptions and experiences of the native speaker fallacy phenomenon. Six in-depth interviews were recorded and coded through the lens of self-efficacy and positioning theories to examine their experiences. The participants showed a strong belief in their teaching capabilities and reported that any insecurities related to their language competency are innate. The participants' limited experiences with the phenomenon led to the realization that their exposure to diversity within their school community is limited. They experienced the most bias enacted by native Spanish-speaker teachers within professional settings outside their workplace. Furthermore, they gauged their self-worth by placing value on many situation-specific factors and subscribing to specific components of professional practice that are influenced by their non-native status. Also, the participants positioned themselves as better suited for teaching non-native Spanish-speaker students. In addition, they developed high emotional self-efficacy from overcoming professional nativeship issues. This study provides opportunities to foster learning and information sharing among native and non-native teachers as a step toward dismantling the divisive nature of harmful societal stereotypes based on the native speaker fallacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Higher education research supports that diverse faculty reflecting the students' ethnic and gender diversity is best practice to facilitate students of color academic success. Yet regrettably the underrepresentation of faculty of color in higher education is a historic and ongoing problem. Further, may scholars point to college senior leaders as key to diversifying faculty. Using the theory of racialized organization as the theoretical framework, this quantitative study investigated the change in faculty ethnic diversity when educational administrators were female or people of color. This study used descriptive and correlational methods to analyze secondary gender and ethnicity data of 20 California community colleges' educational administrators and tenured/tenure-track faculty. The data were collected from 2017 and 2022. Several comparisons were done to understand the changes in the percentage of employees of color at the districts. An exploratory analysis also compared the educational administrators, tenured/tenure-track faculty and students' ethnicities for the sample districts. The results found an increase in the percentage of diverse faculty between 2017 and 2022 across the 20 districts examined. However, not to a statistically significant level of increase for districts with superintendents/presidents who are female or a person of color. Additionally, the exploratory analysis discovered districts with a higher percentage of tenured/tenure-track faculty of color have a strong and significant positive correlation with a higher percentage of students of color enrolled. Findings revealed that institutional efforts to diversity faculty at the Board of Governors and State of California Chancellor's level is having a mixed impact at the local district level depending on the employee group. Based on these findings, Boards of Trustees need to strengthen hiring policy to better implement Equal Employment Opportunity (EEO) plans and accountability. Board of Trustees, other senior administrators and faculty leaders need to develop common understanding of the problem by hearing from those being affected by the underrepresentation of faculty of color to implement an equity-minded faculty selection process that centers the needs of the underserved students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Statistically, women are more likely to earn a doctoral degree in higher education but are less likely to attain tenure in postsecondary institutions. Historically, women have been tied to traditional norms that society has placed on them where they are believed to be housewives and responsible for housework. Therefore, academia has continued to practice that stereotypical mindset which has made it difficult for women to succeed in colleges and universities. Women in higher education are less likely to obtain tenured positions compared to their male counterparts. The purpose of this qualitative study is to explore gender discrimination female faculty face when trying to attain tenured positions in higher education, understand why this occurs, and propose solutions to this issue. This study is designed to explore why and how female faculty face gender discrimination during their tenure-track years and if any programs have been developed or could exist to support them during this time. The conceptual framework for this dissertation has derived from the feminist theory, which is defined as inequality and injustice of gender that creates a difference of power. This study utilized a qualitative research approach that helped the researcher understand different concepts, opinions, and experiences of human subjects. For this study, a phenomenological research design was conducted. This research study used semi-structured interviews to collect data. The sample size consisted of 12 participants for the in-depth interviews; six participants were male, and six participants were female. The population of this study came from the tenure-track and tenured female and male faculty at the school. To avoid bias during the analysis of data, the researcher practiced bracketing. Overall, the researcher concluded that this study supports the feminist theory because of the various traditional norms that have and are presently practiced at the university. Many unintentional gender biases continue to be practiced in academia that causes women to struggle with maintaining a work-life balance. The researcher believed a training should be developed and presented to the top-tier leadership within the institution to educate them about the challenges being faced by their faculty and possible long-term solutions that can omit unintentional biases in academia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research training is critical for doctoral students in CACREP-accredited CES programs as it prepares individuals to become high quality research producing faculty at colleges and universities. However, there is a need for improvement in research quality in the field of counseling. The purpose of this study was to examine research preparedness of tenured and tenure seeking faculty (hereinafter faculty) to gain an in-depth understanding of what contributes to junior faculty's adequate or inadequate preparation for research in their CACREP-accredited CES program. Data were collected using a set of semi-structed interview questions with probes as needed. The qualitative analysis indicated that key informants were satisfied and felt adequately prepared to conduct research in their research courses if they received an opportunity to collaborate on a research project with faculty during their doctoral studies. Individuals who did not receive an opportunity for faculty-student research collaboration in addition to their research courses did not feel adequately prepared and were dissatisfied with their doctoral level research training. Data analysis further implied that junior faculty research productivity and additional research training was supported by mentorship within or outside of their academic department. The findings from this study generated implications for faculty, doctoral students and CACREP-accredited CES programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Minority Serving Institutions (MSIs) have boasted our nation's most diverse faculties for decades and yet, there is much we do not know about the experiences of these faculty. Departing from the assumption that diverse faculty encounter the same challenges and triumphs as diverse faculty at PWIs, this study sought to capture the voices and lived experiences of pre-tenure, racially/ethnically underrepresented faculty navigating the tenure and promotion process at MSIs. This phenomenological study relied on Critical Race Theory (CRT) as its theoretical framework to examine the pre-tenure experiences of 22 racially/ethnically underrepresented faculty members who worked at federally designated MSIs and were within the first five years of their faculty careers. Findings revealed that participants generally felt empowered by their alignment with their institution's mission and values, experiencing a sense of purpose. Key to their experiences were their relationships with students, peers, senior faculty, and their families. Through these relationships, participants described finding sources of joy, motivation, and support, especially when navigating the heavy demands of the tenure and promotion process. While participants generally spoke highly of their experiences and the support they received from their respective MSIs, they also highlighted their challenges, including being overworked and finding work-life balance, unclear tenure and promotion policies, racial, gender, and age bias, and lack of financial resources and recognition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explores the experiences of 30 Latina/o/x faculty navigating tenure expectations at Hispanic Serving Institutions (HSIs). The author uses qualitative interviews, guided by organizational theory and epistemic exclusion, to identify organizational conditions, policies, and practices that promote or impede the professional development and progression of Latina/o/x faculty in tenure-track appointments. The research reveals four main findings that suggest striking parallels between HSIs and Predominantly white Institutions (PWIs). The first finding details participants' pathways into the professoriate. The second finding illustrates how Latina/o/x faculty experienced uneven levels of support as they navigated ambiguous, contradictory, vague tenure expectations. The third finding emphasizes how Latina/o/x faculty members' experiences managing tenure requirements at HSIs were dominated by the salience of being undervalued and disrespected in their contributions to research, teaching, and service while dealing with microaggressions. The fourth finding highlights how Latina/o/x professors coped with epistemic exclusion and shortcomings in their socialization experiences as they undertook the role of tenure-track professors at their respective institutions. The findings of this study have direct implications for diversifying the professoriate and improving educational outcomes for Latina/o/x students in higher education. Through these four findings, the author argues that the experiences of Latina/o/x professors in tenure-track appointments continue the history of a lack of institutional support that hunts the Latina/o/x community in higher education. The author introduces the concept of Confianza to combat the salience of epistemic exclusion in the organizational socialization of Latina/o/x faculty as way to enact servingness at HSIs to better serve the Latina/o/x faculty and the Latina/o/x community in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Continuing growth in immigration in the U.S. and other countries worldwide means an increased number of speakers of languages other than English or other national languages in classrooms, thus raising a need for teachers prepared for linguistically diverse student populations. While recent research in teaching and teacher education has pointed to different multilingual approaches, such as translanguaging and translingual practices, their implementation is influenced by monolingual and standard language ideologies and practices in classrooms. That is, schools and teachers demand standard English or standard versions of national languages in classrooms and restrict the use of other languages known by students. With myopic understandings of multilingualism, teacher education programs negate the experiences and possibilities of transnational teachers and teacher educators. In this dissertation, I explored the narratives of five transnational Indian/Indian American teacher educators about their language backgrounds, ideologies, and multilingual experiences. The dissertation answered the following research questions: 1. What are the language and literacy histories, ideologies, and teaching experiences of transnational Indian teacher educators (including doctoral students and tenured/tenure track/non-tenure track faculty)? 2. What kind of knowledge(s), practice(s), and lived experience(s) with multilingualism guide these transnational teacher educators to engage teacher candidates in exploring complex language issues in education in the U.S.? 3. What do stories of transnational teacher educators reveal about dynamic understandings of multilingualism that could inform the field of teacher education in the U.S.? I conducted interviews with five participants who identified as Indian/Indian American and worked as teacher educators in different areas of specialization in teacher education in the U.S. Jean Clandinin's approach to narrative inquiry informed the research design and the data analysis in the study. The participants narrated their multilingual experiences while growing up in India/U.S. The findings reveal the different ways in which teacher educators have interpreted and implemented their understanding of multilingualism in their areas of specialization in teacher education. The teacher educators also revealed the emotional entanglements with their experiences with the English language and its impact on multilingual learners. The implications from the study are of value to teacher educators, school leaders, and teachers working with linguistically diverse students in K-12 educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This thesis consists of two projects I worked on simultaneously throughout my PhD. Although neither project builds on the other, both investigate social systems as networks, and draw on a common set of statistical tools and methods.In the first project, I analyse the academic employment and doctoral education of tenure- track faculty at all PhD-granting US universities over the decade 2011-2020, quantifying stark inequalities in faculty production, prestige, retention, and gender. This study represents the first comprehensive analysis of the structure and dynamics of the US professoriate, elucidating the effectiveness of efforts to diversify the professoriate along gender lines, as well as the processes that shape scholarship more broadly.In the second project, I present a novel framework for studying competition in dating or marriage markets and apply it to data on messaging patterns observed within an online dating site. These analyses provide insight into the nature of competition in this market--for example, who is most competitive, who competes with whom, and who faces the stiffest competition--and how this competition arises out of preferences and opportunities. In doing so, I develop a deeper understanding of how population- and individual-level factors interact and impact the romantic market. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There has been a documented shortage of nursing and allied healthcare professionals in the healthcare workforce. The clinical workforce is supplied by nursing and allied health programs, and the faculty for nursing and allied health come from experienced and qualified clinicians. Therefore, shortages in the clinical healthcare workforce and faculty of academic health programs are dilemmas of converging conditions that warrant further exploration. A nonexperimental quantitative method with a correlational research design was used to examine the relationship between allied health faculty's perception of organizational justice and faculty satisfaction in Texas public higher education institutions. Despite existing attention and research on the nursing workforce and faculty shortage, more research on allied health clinicians and faculty issues is needed. The sample included allied health faculty from radiology, sonography, respiratory care, medical laboratory, physical therapy, occupational therapy, speech therapy, and PharmD. The research study utilized a three-part survey instrument: a modified version of Colquitt's (2001) organizational justice scale, a job satisfaction survey, and demographics questions. The research variables were perceived overall organizational justice with initial appointment, promotion, and tenure, allied health faculty satisfaction with initial appointment, promotion, and tenure, whether allied health faculty are considering leaving their current position, and faculty teaching in two-year versus four-year higher education institutions. The findings suggested a statistically significant positive relationship between overall perceived organizational justice and overall allied health faculty satisfaction with initial appointment, promotion, and tenure. The findings showed a non-statistically significant positive correlation between perceived organizational justice, in terms of initial appointment, promotion, and tenure, and whether allied health faculty considered leaving their previous positions. Additionally, the findings showed there was not a statistically significant difference between faculty perceived organizational justice in terms of initial appointment, promotion, and tenure among faculty who taught in two-year versus four-year higher education institutions, which indicated that there was no notable disparity in the overall perception of organizational justice between these two faculty groups. The study highlighted the importance of creating supportive and respectful environments, developing policies and procedures for promotion, rank, and tenure decisions, and providing adequate resources and support to achieve career goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine tenured faculty members' perceptions of factors that motivate their participation in the development and delivery of Virtual Learning (VL) programs, as well as to determine tenured faculty members' perceptions of factors that tend to extrinsically and intrinsically motivate their participation in the development and delivery of VL. A five-point Likert-type survey was employed to determine the extent to which respondents agreed or disagreed with associated perceived usefulness, perceived ease of use, and attitudes toward online participation at Historically Black Colleges and Universities (HBCUs) in the Southeastern Region of the United States. Study findings indicated that both intrinsic and extrinsic motivational factors positively relate to faculty members' willingness to participate in virtual learning course content development and delivery. Intrinsic factors such as efficacy, desire to reach a broader and more student population, widespread student participation, and increased opportunities for professional growth were among the more prevalent findings. External factors such as flexibility, widespread diversity and growing student population, and increased teacher-student interaction were found to be noteworthy as well. The data from this study will benefit higher education administrators who are seeking to increase tenured faculty participation in virtual learning and establish Virtual Learning Systems. The finding from this study indicated that of tenured faculty intrinsic willingness and TAM precept (perceived ease of use) revealed the following 75% of respondents agreed to some degree that VL is more useful for instructional delivery than traditional methods. Of the seventy-five (75%) percent that agreed, fifty percent (50%) strongly agreed, while twenty-five percent (25%) somewhat agreed. There were no pre-existing data used in this study. The results cannot be generalized. This clearly shows most tenured faculty members in the college of education at the HBCU examined have a positive perception that VL is more useful than traditional methodologies for academic success. This data also indicates there is a great degree of tenured faculty willingness to participate in VL at this location. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Current literature shows a trend away from hiring faculty on a tenure line and instead hiring full-time non-tenure track faculty. Full-time non-tenure track faculty are becoming the majority base of the full-time faculty. It is unclear how this new majority of full-time non-tenure track faculty perceive shared governance at their respective institutions. The purpose of this study is to evaluate the relationship between shared governance and tenure. Understanding the impact of a faculty's tenure status on the faculty's perceptions of shared governance will be quite important given the current hiring shift that is happening in higher education. The American Association of University Professors (AAUP) Committee T developed and approved a survey called the Indicators of Shared Governance (IOSG). This survey helps to assess how universities compare to the national standards for shared governance in higher education (ISOG, 2001). This committee's survey was modified and used in this study to assess the state of shared governance based on faculty status at the universities that were selected. The survey was sent to the top 20 colleges/universities that met the criteria and were ranked in the US News and World Reports Best Regional Universities North Rankings. This study had 291 participants that were split into two groupings, Tenure/Tenure Track (TT) and Full-Time Non-Tenure Track Faculty (FTNTTF). The FTNTTF group only had 14 respondents from the survey. This study found that regardless of tenure status, both groups of faculty (tenured and non-tenured) shared similar views on all questions. Regardless of the tenure status, each question showed that the views of the tenured/tenure track (TT) group and that of the full-time non-tenure-track faculty (FTNTTF) group had consistent understanding of shared governance across each area. There were no statically significant differences between the groups on any of the four research questions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative study explored the relationships and differences between faculty groups at US higher education institutions (HEI) on their collective efficacy (CE) beliefs, perceived insider status (PIS), and job satisfaction. Faculty at six HEIs and across social media responded to a self-report survey. Faculty were divided into tenure/tenure track, willfully contingent, and unwilfully contingent. Findings indicate significant differences between faculty groups' PIS and job satisfaction scores, and the combined independent variable grouping of PIS, CE beliefs, status, age, and years of teaching predict job satisfaction. Having established the significant role CE beliefs and PIS play in job satisfaction across faculty groups, further research could investigate the effect of interventions intended to increase CE beliefs and PIS across the professorate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Virginia Public schools continue to face teacher shortages, and policymakers and school leaders are desperately seeking ways to influence teachers' decisions to stay at school. This multi-site case study of seven elementary schools offers a conceptual framework to examine how teachers' trusting relationships with students and parents relate to working conditions and retention. Teacher interview excerpts, an overall measure of teacher working conditions using the Virginia Climate and Working Conditions Survey (Virginia Department of Education, 2021), and school-level descriptive statistics were analyzed to examine the relationship between teachers' perceptions of trust and other working conditions within their schools. In this study, teachers' trust is closely related to teachers' perceptions of their working conditions. Across class groups previously identified by a latent profile analysis, teachers spoke most often about benevolence, portrayed as respect, competence, reliability in their relationships with students and parents, and the impact of COVID. Teacher trust in students and parents did not appear connected to teacher tenure or the average percentage of teachers who planned to continue teaching at their school. However, school-level teacher retention rates did relate to teachers' perceptions of working conditions through student engagement, relationships among students, relationships between students and adults, and parent involvement. The average years of teaching experience for the case study schools were associated with the teachers' responses on the state survey about managing student behavior and student engagement. The dissertation concludes with future directions for research and implications for teachers and leaders about the underlying reasons for students' misbehavior, the social context of student learning, fostering trust with parents, and paying attention to the currency of trust in strengthening satisfying working conditions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine if teachers' participation in the educational technology professional development was a significant predictor in the 8th grade students' mathematics achievement on the 2013 National Assessment of Educational Progress (NAEP). This non-experimental study analyzed selected variables from the 2013 NAEP 8th grade mathematics restricted dataset. The study considered students' socio-economic status (SES), gender, race/ethnicity, teachers' educational technology professional development, tenure-certification, and professional development on mathematic peer collaboration. Factors were created in principal component analysis with promax rotation method. The researcher has also used hierarchical regression analysis to explain how much of student achievement can be predicted through the independent variables. The study was guided by the amalgamation of two theoretical framework with Bandura's self-efficacy (2013): Schulman's Pedagogical Content Knowledge (PCK) from 1987 and Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) from 2006. The researcher used multiple regression analysis and hierarchical regression to assess the effects of SES, gender, race/ethnicity teachers' educational technology professional development, tenure-certification, and professional development on mathematic peer collaboration with mathematics achievement serving as the dependent variable. In the initial step of the regression analysis, SES was considered as independent variable. In the following step, the students' gender was included as an additional variable. This permitted the researcher to identify the influence of the students' gender on the amount of explained variance. In the next step, the factor of educational technology professional development along with other factors were added to the analysis. The researcher was able to isolate the effect of the factor the amount of variance explained by repeating the process and filtering it for each of the race/ethnic subgroups reported in the NAEP. All these factors were then analyzed in hierarchical regression with mathematics achievement as the dependent variable to check the level predictability by each independent variable. Teachers should possess the necessary skills, including proficiency in technology, to develop lessons that effectively incorporate technology in instructional practices. The present study adds to the existing research that highlights the significance of technology-focused professional development for educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The academic literature suggests that the experiences of women and faculty of color are differentiated and have more complexity than other groups; however, the specific elements of the academic environment that create or perpetuate these experiences with regard to barriers are not widely explored. This study surveyed 60 tenured and tenure-track faculty in the University of California system to determine if microaggressions, sense of belonging, campus climate, the faculty advancement process, mentorship, student evaluations of teaching, and research were perceived barriers. The study also sought to determine if there were gender and ethnicity differences in the perceptions of those barriers. The results suggest that women and faculty of color have the highest reporting perceptions of barriers for all seven variables, and White faculty report the fewest perceptions of barriers than any group. The findings provide insight into tenured and tenure-track faculty experiences and help identify the components of higher education that researchers should investigate further. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Effective teachers continue to be in demand in the workforce. Schools and universities need professional teachers who show passion for their jobs and high work performance. This research will investigate the association among teachers' age, gender, tenure, emotional intelligence (EI) scores, perception of emotional intelligence application in classroom, and perception of any potential impact on their prior year's self-reported annual teaching evaluations in Madinaty National School in Egypt. For this study, the researcher will utilize mixed methods for data collection based on concurrent design (Creswell, 2014; Kummar, 2014). For additional data collection of teachers' perspectives on emotional intelligence (EI), the researcher will embed a qualitative questionnaire and demographic questions into Wong and Law's Emotional Intelligence Scale (WLEIS) survey (Wong & Law, 2002a). The theoretical foundation of this study will be based on the work of Daniel Goleman (2005), who tested the EI of leaders and its influence on leaders' performance and followers' behaviors at work. In particular, he explored leaders' accomplishments, what it takes for a leader to be successful, and the importance of EI in comparison to intelligence quotient (IQ). In this study, teachers will be considered leaders in their jobs and students will be considered their followers. The researcher will utilize MT for data analysis and interpretation (Creswell, 2014). The study population will be obtained using a purposive sampling type that promotes researchers to use their judgment to survey the appropriate participants who may have the needed data for collection (Kummar, 2014). This study will offer insight to readers from the educational sector about EI role in the workforce, adding information to the literature about EI and its association, if any, with teachers' age, gender, and performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to understand how full-time non-tenure track (FTNTT) faculty at a teaching-intensive university construct identity and how that identity construction impacts the way these faculty members connect as part of the campus community through interactions with colleagues and participation in research and university service. Non-tenure track faculty now comprise 70 percent of the nation's faculty with about 20 percent employed full time. FTNTT faculty occupy a unique place in academia that is often misunderstood. They often have multiyear contracts and privileges that allow them to integrate into the campus community more than their part time peers. Yet, they also lack the privileges and respect that a tenure position offers, putting FTNTT faculty in a perpetually liminal career position. While there is considerable research on the working conditions for NTT faculty, there is little that focuses on identity construction and only one study that looks specifically at identity construction for FTNTT faculty. Identity construction is linked to the ways in which employees accept an organization's goals as their own and how they perform role and extra role behaviors. This study proposes a perpetual liminality framework to illustrate how employees construct identity and how they use agency as act of resistance or acts of resistance when interacting with colleagues and when participating in research or university service. The results indicate that FTNTT faculty construct identity for a variety of contexts that allow them to find value in their work. The identities that are constructed dictate willingness to participate in role and extra role behaviors. The implications for this study will help universities develop policies and procedures that will convey organizational support to committed faculty, which in turn will lead to student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This critical qualitative research study examines how Black tenure-track faculty at predominantly White Research 1 (PWR1) institutions describe and enact their personal and professional commitments while navigating their institutions priorities and reward structure. Using a purposive and snowball sampling methodological approach, I interviewed 17 Black tenure-track faculty at two large public PWR1 institutions. Drawing on critical race theory and Sule's (2014) model of engagement theory, I analyzed individual narratives. The data yielded six themes: Reframing Care Work, Navigating Service Requests, Sense of Responsibility, Redefining Success, Infusing Joy Into Faculty Work, and Reassessing Scholarly Impact. Findings suggest Black tenure-track faculty at PWR1 institutions engender audacious actions to maintain themselves and are often interested in bringing their whole self to their work and careers. This study suggests Black faculty may navigate their institution's tenure and reward systems and academic norms differently than White faculty. Finally, this study offers recommendations for university administrators to curate policies and practices to support Black tenure-track faculty. Such institutional policies and practices may contribute to increasing the recruitment and retention of Black faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Faculty members play a crucial role in higher education, contributing to knowledge dissemination and offering solutions to societal issues. However, policymakers often view higher education as an industry and overlook the consequences of funding cuts, neglecting the faculty's role in student success and institutional mission. Temporary faculty appointments have become prevalent, serving financial goals at the expense of job security and faculty commitment. This dissertation examines the relationship between faculty appointment type and administrators' power in offering secure positions in U.S. higher education. A quantitative correlational design was employed, utilizing multilinear regression analysis on survey data from faculty and administrators in 100 institutions nationwide. The study explored if leaders comprehend the mission of higher education when offering contingent positions, if they had decision-making authority, or were driven solely by market conditions. Additionally, it investigated the faculty's perception of institutional support and its impact on their commitment to work. Findings showed no significant differences between faculty tenure status and leader characteristics, but different leadership positions had varying levels of influence in the hiring process. Also, it was suggested that variables of financial acumen and governance could forecast faculty tenure status and were appropriate for incorporation in the multiple regression analysis. Notably, among the predictor variables, recognition exerted the most substantial impact on faculty work commitment, while academic freedom had the least influence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Purpose: This phenomenological study aimed to explore and expand upon prior research relative to short- and long-term factors affecting high school principal tenure and motivational influences that inform principal tenure in traditional high schools. Theoretical Framework: The foundation for this qualitative study is based on the theoretical frameworks of Abraham Maslow and his hierarchy of needs and Frederick Herzberg regarding his dual factor theories of motivation. These theories propose that motivational factors draw parallels between employment and individual decision making. Methodology: This phenomenological study analyzed the lived experiences of high school principals' longevity and explored factors that impact traditional high schools. Study results were guided by epistemology, a philosophical viewpoint of how knowledge is processed, and through a constructivist paradigm, demonstrating connections between past learning and the foreshadowing of new knowledge created by experience, insight, and understanding. Finally, using phenomenological methods, the results of this study were derived from interviews with seven principals employed in traditional high schools who transitioned to other areas of employment in 5 years or fewer. Findings and Conclusions: Based on the analysis of professionally transcribed interviews, 45 paired codes were developed, and four major themes were derived from significant statements and formulated meanings. These themes aligned with the study's research question: "How do traditional high school administrators describe the short- and long-term factors affecting their tenure in that position?" Recommendations: This study supports and aligns with prior research on short- and long-term factors affecting principal tenure. Limited studies have focused on traditional high schools in the public sector. This study contributes to research through four key themes from which future research can be integrated and developed. Additional research could include larger sample sizes, random sampling, participants with less than 2 or more than 5 years of principal experience or using a variety of quantitative and qualitative methodologies. Moreover, additional research could consider targeted demographics for comparisons in small, medium, and large districts. Finally, studies may include the relationships between low-performing and high-performing institutions against principal tenure. Such studies may produce different results and add to the current literature affecting principal turnover. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Scholars repeatedly addressed the importance and challenges of providing practical research training for master's-level CITs (Jorgensen & Umstead, 2020). However, most articles on counseling research education highlight the training for doctoral students, and most articles on pedagogical practice left out the Council for Accreditation of Counseling and Related Educational Programs (CACREP) core area of research and program evaluation (Minton et al., 2018). Counseling students and practitioners reported a lack of readiness and interest in research and program evaluation (Steele & Rawls, 2015), showing the underutilization of research in their practice. To further understand the difficult moments in a research methods classroom, I conducted an Interpretative Phenomenological Analysis (IPA) to explore how pre-tenured, tenure-track counselor educators experienced teaching the master's-level research course. I conducted two rounds of semi-structured interviews and identified themes through data analysis. The themes demonstrate the essential components of the participants' teaching experiences, including observing and experiencing emotions, navigating content knowledge, choosing teaching strategies, reflecting on their purposes of teaching, and navigating the teacher-learner relationship. IPA allowed me to explore how contextual factors, such as program structures and the sociocultural environment, impacted their teaching experiences. Recommendations for counselor educators, counseling programs, and the counseling profession are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of planning this evaluation is to explore perspectives of graduate student socialization to practitioner careers in students' fields of study. Socialization in graduate programs refers to the process by which students learn and adapt to the norms and expectations of their anticipated career fields, and the activities within programs that provide related information and practice. Higher education in the United States has been undergoing a long-term change in which full-time, tenured faculty positions are becoming increasingly rare, with many new doctoral graduates relegated to non-tenure track adjunct positions. Also of note is the growing number of doctoral students who begin their programs with no intention of pursuing academic employment, but instead choose to begin or continue practitioner careers. More doctoral graduates than ever are therefore seeking employment outside academe, which raises questions about how doctoral programs are providing adequate socialization for non-academic, practitioner careers. Using socialization as a lens through which to evaluate graduates' preparedness for practitioner careers allows for distinctions to be made between traditional Ph.D. programs and Ed.D. programs in terms of socialization practices and graduate outcomes. Undertaking a qualitative study including faculty, students, and recent graduates of Ph.D. and Ed.D. programs will explore their perspectives on graduate student socialization and the extent to which students are being socialized as practitioners in their fields of study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this comparative quantitative study was to test adherence to the accountability theory by comparing perceptions of South Carolina public school principals without procedural due process rights as administrators with public school principals in New Jersey that have procedural due process rights through tenure regarding the tools used to evaluate their job performances. Accountability theory outlines the responsibilities of employers and employees have to each other in the context of an organization. Due process procedural rights provide protections to employees from adverse employment decisions based on reasons other than performance outcomes. The results suggest that the participants in this study have positive perceptions regarding the tools used to measure their job performances. The satisfactory responses from both groups to the three responses indicate that the participating districts are apparently concepts of accountability theory through providing effective feedback, accurate job performance assessments and supporting professional development to promote improvement. These positive perceptions may influence organizational trust, commitment, and worker engagement. These concepts can result in positive outcomes for any organization. The results also indicate that positive perceptions can be fostered with or without mandated procedural due process rights. However, since procedural due process rights protect workers such as school principals from adverse employment decisions based on reasons other than job performance, these rights should not be discarded. With principals being essential to a school climate conducive to effective instruction and student mastery of content, every consideration should be made regarding their fair treatment as employees that are responsible for school success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although institutions of higher education have set goals to increase faculty diversity, researchers note the continued challenge for faculty of color, specifically Black females. While there is a significant amount of literature on the lived experiences of Black women faculty at predominantly White institutions (PWIs), there has been little research on their communicative behaviors such as nonverbal communication and expressing their feelings, needs and wants as a potential faculty member. The research problem of this study focused on is the small percentage of Black female faculty representation at PWIs and the communication experiences of Black female faculty during the recruitment, hiring, and tenure process. The purpose of this qualitative narrative inquiry was to understand what, if any, communicative behaviors exist between hiring committees at PWIs and the hiring experiences of Black female faculty at those institutions. Further, this study sought to provide solutions to help create consistent communication throughout the hiring process to support recruitment efforts of Black female faculty. Use of purposive sampling and semi-structured interviews facilitated the collection of information about how Black female faculty in tenured or tenure track positions recalled their communicative experience at PWIs. Utilizing the frameworks of muted group communication theory, critical race and Black feminist thought as lenses, the findings identified that the seven participants experienced some form of a communication barrier throughout their process of entering academia. Issues of diversity, learning how to navigate White spaces while being Black, and the overall inconsistencies of communication between the participant, department, and university played a major role in participants' job outlook as professors. Consequently, examples of racial microaggressions and campus climate issues caused most of the participants to feel they were silenced or muted throughout the hiring process, resulting in unwillingness to voice concerns about departmental or university issues they faced. Recommendations for future research include considering research within different disciplines; more specifically participants in the area or field of STEM related disciplines who might have a different story or perspective in comparison to a participant from the social sciences or the arts. The difference in disciplines could very well have an impact on how the participants' perspective was towards any of the storyline and therefore cause a different outcome of responses. In addition to the difference in disciplines, a comparison between traditional (four year institutions) and nontraditional universities (community colleges or trade schools) and exploring the concept of tokenism. Lastly completing a study that focuses on the communicative behaviors of Black women faculty vying for faculty positions at historically Black colleges and universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]