The College of Education

Announces the Final Examination of

Lou Flowers Martin

for the degree of

Doctor of Education

March 30, 2016 at 1:00 pm

123J Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Education, Millsaps College

Master of Science, Counseling, University of Memphis

Advisory Committee

Charisse Gulosino, Ph.D., Assistant Professor, Leadership, Committee chair

Louis Franceschini, Ed.D., Research Assistant Professor, Leadership

Reginald Green, Ed.D., Professor, Leadership

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

Major Field of Study

Educational Leadership

Period of Preparation: 2010 – 2016

Comprehensive Examination Passed: Fall 2013

THE RELATIONSHIP BETWEEN PERSONAL WELLNESS (MIND, BODY, SPIRIT) AND JOB SATISFACTION AMONG INDEPENDENT SCHOOL EDUCATORS IN ONE MID-SOUTH REGION

Abstract

This study researched the relationship between personal wellness (mind, body, and spirit) and job satisfaction among a sample of 71 elementary, middle, and high school teachers. The investigation took place among four faith-based-associated schools and four secular independent schools in a Mid-south region. A two-part research based questionnaire was administered to randomly selected teachers in the eight schools. Correlations of wellness dimensions of body, mind, and spirit were examined and analyzed using a mixed ANOVA. Results indicated that all teachers, despite the difference in school type, felt highly satisfied with their jobs. Teachers reported very high levels of mental health, moderate to high levels of spiritual health, and relatively lower levels of physical health. A difference in the wellness profiles for the two groups was observed, with spiritual wellness receiving higher self-assessed scores among respondents at faith-based schools in comparison to those at secular schools. Respondents at both types of schools appeared to be highly satisfied with their jobs, such that there was no difference in level of satisfaction by type of school. There was also no observed relationship between self-assessed wellness (mind, body, or spirit) and job satisfaction. This research concluded that dimensions of personal wellness vary between types of institutions.

The College of Education

Announces the Final Examination of

Rebecca Harrison Scott

for the degree of

Doctor of Education

March 31, 2016 at 10:00

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Elementary Education, Arkansas State University

Master of Science, Educational Leadership and Curriculum Instruction, Arkansas State University

Advisory Committee

Reginald Green, Ed.D., Professor and Interim Chair, Department of Leadership, Committee chair

Beverly Cross, Ph.D., Holder of the Chair of Excellence, College of Education

Louis A. Franceschini III, Ph.D., Research Assistant Professor, Department of Leadership

Karen Weddle-West, Ph.D., Provost, Academic Affairs

Major Field of Study

Educational Leadership and Policy Studies

Period of Preparation: 2011-2016

Comprehensive Examination Passed: October 2014

A Comparative Analysis of Instructional Leadership Practices in Reward-Performance, Reward-Progress and Priority Schools as Determined by the Thirteen Core Competencies and Measured by the TELL Tennessee Survey

Abstract

Policies and education reform measures have sought to improve education for decades. Some scholars support the notion that the instructional leadership role of the school leader makes a significant contribution to educational reform, student learning, and school improvement.  The purpose of this study was to analyze instructional leadership practices in Reward-Performance, Reward-Progress, and Priority schools as determined by the Thirteen Core Competencies Framework and measured by select items on the Teaching, Empowering, Leading and Learning (TELL) Tennessee Survey.

This quantitative study examined the teachers’ perceptions of how school leaders utilized instructional leadership practices as determined by the Thirteen Core Competency Framework. Core competency areas addressed in the study included:  Visionary Leadership, Unity of Purpose, Instructional Leadership, Curriculum and Instruction, Professional Learning Communities, Organizational Management, Collaboration, Assessment, and Professional Development.  The secondary data analysis performed in this study involved the integration of data from two data sources:  1) item-level responses retrieved from the spring 2013 TELL survey, and 2) the school’s current classification as Reward-Performance, Reward-Progress and Priority by the Tennessee Department of Education.  The item-level responses on the TELL survey were aligned with nine of the core competencies represented in the Thirteen Core Competency Framework. A total of 129 schools were selected for the study.  The sample was representative of school districts across the state of Tennessee.

The data analysis revealed that the nine leadership competencies were not equally represented across the sample of schools classified as Reward-Performance, Reward-Progress and Priority Schools. In addition, the nine leadership competencies varied both within and between the three types of schools.   Between types of institutions, teachers at the Reward-Performance schools tended to perceive their schools’ endorsement of the leadership competencies more positively than did teachers at either the Reward-Progress or the Priority schools.  The data analysis also revealed that mean scores tended to be higher at the elementary schools rather than secondary schools.

The results of this study indicate that the school leader’s ability to utilize the Thirteen Core Competency Framework is critical to effective leadership. The findings from this study have the potential to inform school leaders, teacher leaders, and leadership training programs.

The College of Education

Announces the Final Examination of

Laura Ann Bailey Smith

for the degree of

Doctor of Education

April 5, 2016 at 11:00 am

103 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

B.A., Psychology, Christian Brothers University

M.S., Clinical Mental Health Counseling, The University of Memphis

Advisory Committee

Douglas Strohmer, Ph.D., Professor, CEPR, Committee chair

Pam Cogdal, Ph.D., Associate Clinical Professor, CEPR

Melissa Fickling, Ph.D., Assistant Professor, CEPR

Stephen Lenz, Ph.D., Assistant Professor, Texas A&M-Corpus Christi

Major Field of Study

Counseling

Period of Preparation: 2013-2016

Comprehensive Examination Passed: April 16-17, 2015, Written; March 1, 2016, Oral

Differential Prediction of Resilience among Individuals with and without a History of Abuse

Abstract

This study evaluated the differential relationship between spirituality, hope, and mutuality for predicting resilience among 253 young adult participants (47 men, 206 women; Mean age = 22 years; SD = 5.66 years) with history of abuse (n = 64) or no history of abuse (n = 189). Backwards-stepwise multiple regression analyses revealed statistically significant, yet different models between participants with and without history of abuse wherein subscales of spirituality (existential well-being with abuse, β = .40, p = .03; without abuse, β = .27, p < .01) and hope (time/future without abuse, β = .32, p < .01) were substantial predictors of resilience. Implications for counseling practice and public policy are provided.