Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Bronwyn MacFarlane
Committee Members
Adam Funmaker; Lori Sanchez
Abstract
In the current climate of expanding school choice, epitomized by Arkansas’s LEARNS Act, a significant number of students are transitioning from public to private schools. With policy debates centering on access and funding streams, the impact of this demographic shift remains critically underexplored by researchers. This interpretive phenomenological study addresses the significant gap that exists in examining the classroom management strategies and lived experiences of 12 private school teachers in Central Arkansas. The common misconception is that behavior may be the biggest challenge for teachers; however, findings indicate that the most significant challenge for students transitioning is the academic rigor. Effective classroom management was consistently characterized by two main components: building strong relationships with students and utilizing clear, consistent procedures. Teacher self-efficacy was shown to be the critical factor in teachers' ability to navigate these ever-changing demographics, which they developed through professional experience and reflection. These findings carry urgent implications for the current and future educational climate. While the success of school choice initiatives depends on providing access to families, the broader scope of these initiatives relies on an institution’s capacity to support and manage a student’s academic and cultural integration within this new educational climate. For statewide reforms to succeed, policy must extend beyond funding mechanisms and into the development of academic transition and scaffolding programs. Understanding that relational pedagogy is paramount for teacher development and training across public, private, and charter schools ensures that school choice is not just about access, but about the success of every student thriving in this new educational landscape.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Moore, James, "The Influx of Public-School Students in Private Schools and the Effects on the Classroom Management Strategies Used by Private School Teachers" (2026). Student Theses and Dissertations. 1128.
https://arch.astate.edu/all-etd/1128
