School Personnel Perspectives on Supporting Teachers of Students with Social-Emotional and Academic Needs

School Personnel Perspectives on Supporting Teachers of Students with SocialEmotional and Academic Needs by Ana Elisa Lee MA, University of Texas at El Paso, 2008 BS, University of Phoenix, 2004 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education: Policy, Leadership, and Management Walden University August 2019 Abstract Thirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 20162017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose ofThirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 20162017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose of this general qualitative study was to examine perspectives on principal support for teachers who teach these populations. Data were collected through interviewing 9 teachers, 3 principals, 3 counselors, 3 instructional coaches, and 1 district academic leader. Social cognitive theory, role theory, and cognitive evaluation theory constituted the conceptual framework. Individual interviews were conducted, transcribed, and coded. Teachers’ top 5 supports were “follow through with school systems,” “trust in teachers by the principal,” “teacher collaboration with the principal,” “principal stands up for teachers,” and “principal has a lending ear. ” Principals identified “budget for human resources,” “follow through with school systems,” “teacher collaboration with the principal,” “professional development opportunities,” and “planning time,” “trust in teachers from principal,” and “leading by example” were tied in the fifth ranking. School and district personnel identified “professional development opportunities,” “follow through with school systems,” “budget for human resources,” “principal has a lending ear” and “lead by example” were tied in 4, and “principal is visible” was fifth on their list. These findings contribute to positive social change by informing the education field about positive support systems that ultimately enhance learning of students with high social-emotional and academic needs. School Personnel Perspectives on Supporting Teachers of Students with SocialEmotional and Academic Needs by Ana Elisa Lee MA, University of Texas at El Paso, 2008 BS, University of Phoenix, 2004 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education: Policy, Leadership, and Management Walden University August 2019 Dedication This dissertation is dedicated to people who have been instrumental in my life, and without their lessons, I could not have gotten this far. My mother, who has been an example of grace and strength all my life. You taught me to be strong and courageous not by words, but through your actions every day. You have endured some tough seasons throughout life, but regardless of how life has knocked you down, you have remained positive, kind, and giving to your children and to anyone around you. Your example has been my greatest teacher and for that, I am forever grateful. My dad, who came into my life as a young girl. You have taught me the most valuable lessons in life. Some of which are the reason I now take joy in this chapter in life. To my three siblings, who are my first friends and teachers, your love and support have meant the world to me. Life has taught all of us some tough lessons, sometimes we knelt and fell, but we have found a way, always coming together. To my best friends Africa and Donita, who have picked me up and cheered me on so many times in the last 30 years. I am grateful for your sisterhood, my chosen family. To my children who have brought me some of the greatest joys of my life, know that I live my life intentionally and purposefully because of you. To my husband, who Our Father blessed me with at the right moment in both our lives. You are my greatest cheerleader and steadfast partner. You believed in me at times it was hard to believe in myself. Your support has meant everything in this journey, which can sometimes be a lonely one. I carry all of you and share my successes with you for without your lessons, I would not have come this far. I love you all. Acknowledgments It has been a pleasure to work with Dr. Felicia Blacher-Wilson as my Committee Chair, and Dr. Don Yarosz, my methodologist. They have been instrumental in getting me this far in my Doctoral journey. Their knowledge, expertise, and support have made this journey less grueling, and their wisdom has helped propel me to this point. I also thank Dr. Narjis Hyder, my University Research Reviewer, for her guidance and support. Thank you, my classmate, sounding board, encourager, and friend, soon to be Dr. Suzanne Koty, who has been a constant supporter since the beginning of this Doctoral journey. Thank you for the emails, texts, reminders, and venting sessions. Your support has meant the world.