Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2026
Committee Chair or Co-Chairs
Ginger Christian
Committee Members
Pam Scott, Danielle Collucci
Abstract
The purpose of this phenomenological qualitative study was to examine the lived experiences of middle and high school educators supporting students during the transition from middle to high school. This study contributes to the literature of middle to high school transition practices by focusing on districts with a single high school and two middle schools. Coherence Theory was the primary framework for understanding how transition systems function in practice, while Transition Theory and Constructivism provided a supporting lens to provide further context to ground the research in analysis of organizational, developmental, and cognitive alignment.
Data collection strategies included one-on-one semi-structured interviews, field note collection, and document review. Analysis of data occurred in five phases: (a) categorization of data from collected interviews and documents under supporting sub-question, (b) line-by-line and focused coding of data, (c) development of sub-codes and categories for pattern-analysis, (d) classification of patterns into emergent themes, and (e) interpretation of findings in narrative form.
The findings revealed themes analyzed through a multi-level lens of transition systems: organizational alignment, social and emotional preparedness, and cognitive development. Five themes emerged from the analysis: (1) social and emotional skills influence the transition, (2) building relationships with students is essential, (3) understanding high school specific language causes a barrier, (4) prioritize parental support, (5) district misalignment creates gaps in preparedness. Exploration of these themes revealed insights into current transition practices in districts with a single high school and two feeder schools. These insights are synthesized with recommendations for practice and recommendations for further study.
Document Type
Dissertation - unrestricted
Recommended Citation
Little, Sarah, "Bridging the Gap: Educator Experiences Supporting Students During the Transition from Middle to High School" (2026). Electronic Theses and Dissertations. Paper 4732. https://dc.etsu.edu/etd/4732
Copyright
Copyright by Sarah Little.
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Secondary Education Commons
