Date

5-16-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Jerry Woodbridge

Keywords

motivation, self-efficacy, accomplishment, belonging, student development, discipline, JROTC

Disciplines

Education | Educational Leadership

Abstract

The purpose of this case study was to examine how a high school’s Junior Reserve Officer Training Corps (JROTC) program affects student development of their personal responsibility and a sense of accomplishment by fusing the perspectives of the school administrators, JROTC instructors, and school guidance counselors for a more holistic view. The theories guiding this study are Abraham Maslow’s theory of motivation and Albert Bandura’s theory of self-efficacy, which relate to secondary student development for cadets in the JROTC program. The central research question focused on the benefits of a school’s JROTC program to the cadets enrolled. The research setting engaged 12 participants from three school districts throughout Georgia. Three of the four traditional military service branches (Air Force, Army, and Navy) were represented in these school district’s JROTC programs. A qualitative explanatory case study was selected since it would give more flexibility and greater depth of research than a pure phenomenological study. The data collected includes online surveys, open-ended and structured interviews, and focus groups. The data analysis used coding and theme delineation. Commonalities among the responses provided codes and four emergent themes emerged, including the development of discipline, a sense of belonging, motivation, and confidence. This study highlighted the positive outcomes of the JROTC program, which provided the development of discipline, supported by a sense of belonging, motivation, and increased confidence through self-esteem and self-efficacy behaviors of those enrolled in the JROTC program.

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