EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Cecil Blankenship, Virginia Foley, Don Good
The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
Dissertation - Open Access
Winiger, Jill, "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success" (2015). Electronic Theses and Dissertations. Paper 2470. http://dc.etsu.edu/etd/2470
Copyright by the authors.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons, Student Counseling and Personnel Services Commons