Date of Graduation

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Adult and Lifelong Learning (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Roessger, Kevin M.

Committee Member

Grover, Kenda S.

Second Committee Member

Warren, Becky

Keywords

Adult Education; EFL Gains; Teacher Status

Abstract

This study investigates the effect of instructor status—full-time versus part-time—on student Educational Functioning Levels (EFLs) in adult education centers across Arkansas from 2018 to 2023. Given that funding for these centers is directly tied to student performance, determining the most effective type of instructor is essential. The research examines programs like GED, English Language Learners (ELL), Integrated Education and Training (IET), and Workforce Alliance for Growth in the Economy (WAGE), addressing challenges such as a high number of adults without high school diplomas. Employing a regression model for analyzing EFL gains, the study seeks to provide actionable insights for hiring decisions and policy-making, enhancing educational outcomes and funding sustainability. The literature review suggests that full-time instructors may lead to better academic success due to their consistency and commitment, drawing on contemporary scholarly sources and grit theory. Methodologically, the study utilizes historical data through hierarchical regression analysis, with stratified random sampling ensuring representation. It uses secondary data from the LACES database for a robust quantitative basis, guiding educational administrators in optimizing staffing models. Despite geographic limitations, the study maintains ethical standards and offers insights into effective teaching strategies, influencing policy and resources distribution.

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