Date of Award
Summer 7-19-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Angela O. Owusu-Ansah, Ph.D.
Second Advisor
Marty A. Bullis, Ph.D.
Third Advisor
Cathryn Lambeth, Ed.D.
Abstract
This study sought to explore whether or not master teachers who seem relatively unfazed by daily pressures and mandates may have some sort of internal structure to help them. In order to answer this question, relevant literature regarding self-concepts was examined. This literature included self-efficacy, self-determination theory, growth mindset, and grit. Synthesizing the literature, these theories had certain resounding commonalities among some or all of them. These commonalities include perceived autonomy, perceived competence, relational importance, and hard work. Using a heuristic, hermeneutic phenomenological framework, participants were interviewed, observed, and shared relevant documents. Specific codes were both prevalent and frequent among the participants. These included both a priori codes such as growth mindset and perseverance as well as emergent codes such as pedagogical philosophy, noncompliance, relational importance, collaboration, flexibility, and compartmentalization. The experience of the participants indicated that their pedagogical philosophy acts as an anchor in times of stress and as a foundation for professional growth. The idea that master teachers have a guiding pedagogy that is reflected in their lived experience, has not been studied. Such a thought is worthy of further research because what teachers think and believe about their teaching inevitably drives their practice and is an area we should consider.