Title
Transformational Teaching: A Multiple Case Study Examining Transformational Teaching as Pedagogy
Date of Award
Spring 4-3-2020
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Edward Kim, Ph.D.
Second Advisor
Theresa Kanai, Ph.D.
Third Advisor
Heather Miller, Ph.D.
Abstract
The transformational teaching practice is designed to address individual student needs by creating and modeling teaching practices to help students change from their current learning experience to that of growth and a higher level of understanding. The purpose of this multiple case study was to examine and understand the actions and behaviors associated with transformational teaching theory. The purpose of the study was also to examine how transformational teachers understand, frame, and use specific pedagogic approaches to help transform students toward success. Two research questions guided this study: How do primary school teachers utilize transformational teaching as a teaching methodology for helping students? What new knowledge has been discovered by the teachers who use transformational teaching as a means of pedagogy? The data collection instruments used in this case study were semistructured interviews, a secondary interview question, and teacher observations. The inductive analysis was used to analyze the data collected from semistructured interviews. The value analysis was used to analyze the data collected from the observations. The key findings of this study revealed that teachers understood the changing society, and that teachers must be prepared to adjust their curriculum and pedagogic approaches to serve the student in a holistic framework.