A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations

Smith, M. Glynnes

Smith, M. G. (2023). A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations.

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Title	A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
Abstract	This qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For purposes of this research study, the teacher group included educators who have an impact on the day-to-day functions within the classroom environment: paraprofessionals, assistants, and related service providers. Building-level principals, assistant principals, and central office administration including superintendent, assistant superintendent, curriculum supervisor, and special education supervisor(s) were included in the administrator group. Responses from both groups were reviewed separately and comparatively to determine whether there were similarities and differences between teachers’ perceptions of the supports provided by administrators and administrators’ perceptions of the supports they provide. Qualitative data were reviewed and evaluated to provide an analysis aligned with the study’s research questions. Participants were from a diverse group of professionals across Pennsylvania. Survey responses maintained full confidentiality of the participants for protection from any potential negative consequences or outcomes from their participation in the research project. A comprehensive review of the literature was completed to provide comparative data to complement the study results and analysis of individual survey responses. The overall outcome of the study is dependent on and limited based on the participant sample size and diversity of the participant environments. Keywords: administrator, confidential, correlation, culturally responsive, diversity, hand-coding, survey-based perception, participant, professional development, qualitative research study, retention, support, systematic inequalities, teacher
Date	2023

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Title: A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
Author: Smith, M. Glynnes
Abstract: This qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For purposes of this research study, the teacher group included educators who have an impact on the day-to-day functions within the classroom environment: paraprofessionals, assistants, and related service providers. Building-level principals, assistant principals, and central office administration including superintendent, assistant superintendent, curriculum supervisor, and special education supervisor(s) were included in the administrator group. Responses from both groups were reviewed separately and comparatively to determine whether there were similarities and differences between teachers’ perceptions of the supports provided by administrators and administrators’ perceptions of the supports they provide. Qualitative data were reviewed and evaluated to provide an analysis aligned with the study’s research questions. Participants were from a diverse group of professionals across Pennsylvania. Survey responses maintained full confidentiality of the participants for protection from any potential negative consequences or outcomes from their participation in the research project. A comprehensive review of the literature was completed to provide comparative data to complement the study results and analysis of individual survey responses. The overall outcome of the study is dependent on and limited based on the participant sample size and diversity of the participant environments. Keywords: administrator, confidential, correlation, culturally responsive, diversity, hand-coding, survey-based perception, participant, professional development, qualitative research study, retention, support, systematic inequalities, teacher
Advisor: Rineer-Hershey, Ashlea
Committee Members: Erickson, Matthew
Moschetta, Heather
Date Issued: 2023
Degree Granting Institution: Slippery Rock University of Pennsylvania
College of Education
Special Education
Degree Name: Degree of Doctor of Education (Ed. D.)
Degree Level: Doctorate Degree
Degree Discipline: Special Education
Genre: Dissertation/Thesis
Topics: Culturally relevant pedagogy -- United States -- Pennsylvania
Teachers of children with social disabilities -- United States -- Pennsylvania
At-risk youth -- United States -- Pennsylvania
Copyright Statement: The copyright to this item is owned by the author and falls under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License. (https://creativecommons.org/licenses/by-nc-nd/4.0/)