Date

12-19-2024

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Patricia Ferrin

Keywords

engagement, social interaction, relationships

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to understand why students and families were disengaged from school activities and did not feel connected to the overall school culture. The theory guiding this study was Vygotsky’s theory on sociocultural cognitive development, as it identified links between culture and learning. As the data was collected, Moustakas’ design helped to comprehend the feelings, emotions, and meanings of the people involved. A phenomenological research design was used to help understand and define new and emerging issues as they pertained to why students and families withdrew from school. With a fluid approach, the design continued to aid in the development of new theories as the natural gathering of data occurred through interviews, focus groups, and a series of journal prompts. A qualitative approach was an appropriate means to capture an understanding of student engagement issues as the research aimed to journey with the participants at the epicenter of the phenomenon. The conclusions provided by the study affirmed that students sought dynamic changes to the academic social system regarding the establishment of relationships with educators. According to the student interviews, focus groups, and journal prompts, it was evident that students craved necessary attention and desired to be challenged in a manner that reflected their individualized need for growth.

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