Date

3-10-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jerry Pitts

Keywords

student-centered learning (SCL), student apathy, student engagement, self-determination theory, high school, teacher experiences

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to describe the lived experiences of teachers implementing student-centered learning (SCL) in high schools in the southeastern United States. The theory guiding this study was Deci and Ryan’s Self Determination Theory, as it was a framework for understanding what factors help or hurt psychological well-being, autonomous extrinsic motivation, and intrinsic motivation. This study sought to answer the central research question: What are teachers lived experiences implementing student-centered learning (SCL) in high schools in the southeastern United States? This qualitative hermeneutic phenomenology research focused on SCL high school teachers across the southeastern United States, contacted through an online platform. Data collection included interviews, an online discussion board, and focus groups. All information obtained was examined during the first data-processing phase. The data was analyzed using an inductive approach, coding it based on themes and using different codes to represent potential concepts or abstractions.

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