Date of Graduation
12-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Public Policy (PhD)
Degree Level
Graduate
Department
Public Policy
Advisor/Mentor
Goering, Christian Z.
Committee Member
Smith, Thomas E.C.
Second Committee Member
Dowdle, Andrew J.
Keywords
Perception; School Personnel; Working Conditions
Abstract
This qualitative study investigates the perceptions of teachers and principals within a K-12 public school district in the state of Arkansas currently operating under state authority. The Bolman and Deal's Four Frame Model is used in this study as a guiding framework. The insights of this study not only contribute to the academic discourse on state intervention in education but also offer practical implications for policymakers and school stakeholders. The research seeks to answer two primary questions: 1) How do teachers and principals perceive the working conditions in a school district under state authority? 2) What are the teachers and principals’ perceptions of the state-mandated curricular or structural changes while under state authority? The data collected through interviews with K-12 public school teachers and principals, provides the study a comprehensive examination of their perceptions and viewpoints. The findings of this study reveal an intricate education background where the working conditions of teachers and principals indicate both positive and negative impacts. On one hand, state authority can provide additional resources and support systems; on the other, it can create feelings of instability and uncertainty that adversely affect staff morale and employee satisfaction. Additionally, the study highlights the influence of the terminology associated with state intervention, such as "state takeover" or being labeled as a "school under state authority." This labeling can significantly shape school staff outlook of their work environment, often evoking feelings of stigma and limitation. Another crucial aspect uncovered in this research is the impact of state authority on school personnel recruitment and retention, as well as overall staff morale. The study indicates that working in a school under state authority can deter potential hires and contribute to higher turnover rates among existing teachers and principals. This study serves as the voice of a unique population within the school setting. Overall, the study is recognizing the importance of having a better understanding of the perceptions of educators working in a school under the state authority.
Citation
Felton, D. R. (2024). School Personnel Perceptions of Working in a Public School District under State Authority. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5608
