The College of Education, Health and

Human Sciences

Announces the Final Examination of

Emily Warren Meadows

for the degree of

Doctor of Education

June 19, 2014 at 1:30 pm

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Psychology, Christian Brothers University

Master of Arts, Counseling, Louisiana State University

Advisory Committee

Richard James, Ph.D., Professor, Counseling, Educational Psychology, and Research, Committee chair

Chloe Lancaster, Ph.D., Assistant Professor, Counseling, Educational Psychology, and Research

Vicki Murrell, Ph.D., Instructor, Counseling, Educational Psychology, and Research

Stephen Zanskas, Ph.D., Associate Professor, Counseling, Educational Psychology, and Research

Major Field of Study

Counselor Education

Period of Preparation:  2010 – 2014

Comprehensive Examination Passed: September 2013

A Model for Educating and Training School Counselor Directors

Abstract

This dissertation explores the educational and training opportunities available to those who are pursuing employment as a school counselor director. The primary focus was to examine the participants’ educational experiences, as well as what they consider are the requisite knowledge and skills to be an effective school counselor director. In spite of the American School Counselor Association providing a justification for school counselor directors, as well as a description of the roles and functions of this crucial position, currently there are no national standards for educating or training school counselor directors.

This study employed a mixed-method research design to investigate the research questions, using both qualitative and quantitative methods of collecting, analyzing, and representing data. Qualitative methods were utilized to initiate the research study and were then triangulated with quantitative methods to provide evidentiary support for the findings. This study applied four methods of data collection: personal journals, a focus group, a national survey, and document analysis.

The analysis of both the qualitative and quantitative data suggests that there are significant differences ( p < 0.05) between what the participants believe are the requisite knowledge and skills for their positions as school counselor directors and the degree to which their educational programs prepared them for these skills. Additionally, this study offers a model program for educating and training school counselor directors through a school counselor leadership certification program. This certification program is a hybrid program that samples both from educational leadership and administration, as well as advanced counseling courses that could be implemented as a component of a degree program or as an individual certification tract.

The College of Education, Health and

Human Sciences

Announces the Final Examination of

Heather Annie Marie Sacharczyk

for the degree of

Doctor of Education

June 17, 2014 at 1:00 pm

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Interdisciplinary Studies/Childhood Education/English, Norfolk State University

Master of Education, Curriculum and Instruction/Leadership, Christian Brothers University

Advisory Committee

Larry McNeal, Doctor of Philosophy, Professor Chair, Department of Leadership, Committee Chair

Reginald Green, Doctor of Education, Professor, Department of Leadership

Charisse Gulosino, Doctor of Philosophy, Assistant Professor, Department of Leadership

Deanna Owens, Doctor of Philosophy, Assistant Professor, Instruction & Curriculum Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation:  2008 – 2014

Comprehensive Examination Passed: April 2013

Rural School District Personnel Directors and human Resource Directors Factors and Strategies of the Recruitment and Retention of Teachers

Abstract

This study was focused on the factors and strategies of the recruitment and retention of teachers in the eighty-two rural school districts throughout the state of Tennessee.  For the fifty-two rural school districts, which responded to the survey, data were collected and analyzed based on the perceptions of personnel directors and human resource directors regarding the factors and strategies of the recruitment and retention of teachers within their school districts. First, the researcher wanted to determine what the important factors were regarding the recruitment of teachers to rural school districts.  Secondly, the researcher wanted to understand what was perceived to be the most important strategies in the recruitment of teachers to rural school districts and how these factors differ by locale and Title One.  Additionally, the researcher wanted to establish the most important factors in the retention of teacher and how these retention factors differ by locale and Title One.

The results of this study suggested that the way in which personnel directors and human resource directors perceive the factors and strategies of the recruitment and retention of teachers within their school districts.  The findings provide evidence that the recruitment and retention strategies by personnel directors and human resource directors are perceived to be effective.  The data showed a positive correlation for the recruitment of teachers among the frequency of the strategy of personal contacts or networking and the relative effectiveness of this strategy, indicating that knowing people and communication is key to recruitment of teachers to rural school districts.