Category
Oral (LUO Remote) - Applied
Description
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 personal responsibility and sense of accomplishment by fusing the perspectives of the school administrators, JROTC instructors, and school guidance counselors for a more holistic view. This case study fills a chasm by examining how the JROTC program measures up to the Congressionally mandated central mission statement of instilling in high school-aged youth, citizenship, personal responsibility, and a sense of accomplishment. The two theories guiding this study are Abraham Maslow’s motivational theory and Albert Bandura’s self-efficacy theory. The central research question focuses on what the benefits are that a high school JROTC program provides to the cadets enrolled. The research setting was five high schools inside three school districts throughout Georgia. An explanatory qualitative case study was selected since it afforded more flexibility and greater depth of research than a pure phenomenological study explaining how JROTC affected the development of personal responsibility and a sense of accomplishment. Data for this study was obtained through open-ended online surveys, open-ended structured interviews, and focus groups. The emergent themes were discipline, motivation, a sense of belonging, and confidence. It was concluded that the main benefit of JROTC was discipline which supported the sense of belonging and increased the self-esteem and self-efficacy behaviors of those enrolled in the JROTC program. Future research on JROTC can expand along this study’s guidelines to other geographic areas to see if similar results occur.
Multiple Perspectives Examining How a Junior Reserve Officer Training Corps (JROTC) Program Affects Student Development: A Case Study
Oral (LUO Remote) - Applied
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 personal responsibility and sense of accomplishment by fusing the perspectives of the school administrators, JROTC instructors, and school guidance counselors for a more holistic view. This case study fills a chasm by examining how the JROTC program measures up to the Congressionally mandated central mission statement of instilling in high school-aged youth, citizenship, personal responsibility, and a sense of accomplishment. The two theories guiding this study are Abraham Maslow’s motivational theory and Albert Bandura’s self-efficacy theory. The central research question focuses on what the benefits are that a high school JROTC program provides to the cadets enrolled. The research setting was five high schools inside three school districts throughout Georgia. An explanatory qualitative case study was selected since it afforded more flexibility and greater depth of research than a pure phenomenological study explaining how JROTC affected the development of personal responsibility and a sense of accomplishment. Data for this study was obtained through open-ended online surveys, open-ended structured interviews, and focus groups. The emergent themes were discipline, motivation, a sense of belonging, and confidence. It was concluded that the main benefit of JROTC was discipline which supported the sense of belonging and increased the self-esteem and self-efficacy behaviors of those enrolled in the JROTC program. Future research on JROTC can expand along this study’s guidelines to other geographic areas to see if similar results occur.
Comments
Doctorate - 2nd Place Award Winner