Date of Award
1-24-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Second Advisor
David Stevens
Committee Members
Ali Khalil
Call Number
LD 251 .A566d 2023 E24
Abstract
The purpose of this study was to describe student, parent, teacher, and administrator (stakeholder) experiences at one large, suburban high school in South Carolina during the COVID-19 global pandemic from March 2020 to June 2022. To inform the school and district leaders’ decision-making process, the researcher applied path-goal theory to frame the study. Based upon a phenomenological design, the researcher collected qualitative data through four separate stakeholder focus groups and stakeholders’ written responses to a follow-up question. Using three research questions which focused on the high school schedule, the delivery of instruction, and the high school’s responses to the pandemic, the researcher identified six major themes: 1) grit, 2) general appreciation, 3) growth and development, 4) discovery through the unknown, 5) teacher and student relationship, and 6) future challenges. For the one large, suburban high school, the findings indicate that student academic growth is impacted by interactions between teachers and students, among students, and between students and course content and materials. The researcher argues that stakeholders’ experiences of schooling during the pandemic can inform school leadership on how to reimagine high school to support student academic growth. This study provides implications based upon stakeholder experiences that a focus on enhancing student and teacher interactions supports student academic growth.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Eberlin, Jr., Lawrence J., "High School Reimagined: Student, Teacher, Parent, Administrator Perceptions of One High School’s Experience with the COVID-19 Global Pandemic" (2024). Student Theses and Dissertations. 144.
https://arch.astate.edu/all-etd/144
