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Despite the series of documents by the sacred ecumenical council and replete research enumerating the two-dimensional focus of Catholic schools: faith and academics and its collaborative nature, Nigerian (southeast) Catholic primary and secondary schools are continually experiencing activities of disharmony between Catholic identity and students' academic achievements. To better understand the nature of disharmony and its causes from the perspectives of leaders, teachers, and parents, this study examines the major challenges that face the representation and teaching of Catholic identity and the students' academic achievement in the Catholic schools of southeastern Nigeria. While the purpose is critical to the student's overall success, the study draws on the Culturally Responsive Teaching (CRT) theory of Geneva Gay. The theory provides the basis for the argument that Catholic identity is the culture of the school and the students. As such, for the overall success of the students, their learning should be situated within their Catholic cultural background and experiences. Through a convergent mixed-method research design, quantitative data were collected through surveys from administrators, teachers, and parents, while qualitative data were collected through one-on-one interviews with administrators and parents and a focus group with teachers. Findings suggest a tension between Catholic identity and academic achievement caused by the use of a common curriculum and common examination, unqualified educators, examination malpractice, lack of complete knowledge on what constitutes Catholic identity, a decline of Catholic values, a focus on academics, tension between maintaining Catholic identity and increase in enrollment, pressure from parents, and lack of parental engagements. Primarily, the situation hovers around the premise of leadership; as such, this study recommends the roles of leaders in their practical approaches to eliminate the tension between Catholic identity and academic achievement and present relevant implications for policy and practice. Findings from this study reveal the importance of recruiting and hiring educators who are qualified and committed to promoting a culturally responsive Catholic education. Future research should include the voices of the students to reveal additional insights into the nature of Catholic identity in Southeast Nigeria. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study is to expound upon the research conducted by R.L Brown (2004), W. Dygert (2000), J.T. James (2009), M. Daniels (2013) and B. Regan (2015). Their focus was to look carefully at the President-Principal Model (PPM) in order to better understand the efficacy of introducing this administrative team structure to private, independent, all-girls Catholic high schools. This study expands their work seeking what leadership skills, personal characteristics and values are necessary in presidents and principals who serve in all-girls Catholic high schools in the US and have adopted the PPM. The goal of any Catholic school that would like to administer through the PPM is to have a consistent description of these roles in order for the president and principal to work together toward student success. Through focus groups and checklists, patterns became evident as to which skills, characteristics and values were deemed most important in the building of a successful, collaborative, administrative leadership team. These details were the foundation for the creation of a guide to assist search committees and interviewing teams when selecting the best suited candidates for the positions of president and principal in all-girls Catholic high schools in the US. This research has determined that the success of this model was largely dependent upon the amalgamation of the leadership skills, personal characteristics and values relationship between the president and the principal. In addition, this study researched the when, why and purpose of the position of president in the current governance of all-girls Catholic high schools; how the President-Principal Model was formed; and what effect this administrative leadership model has had on the school community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative descriptive study explored the experience of Senior Diversity Officers (SDOs) or comparable positions in implementing the frameworks for anti-racism strategies at Jesuit colleges and universities. The study explored how, if at all, SDOs think the Jesuit character impacted the implementation of frameworks and the move toward anti-racism. The study involved qualitative descriptive analysis of interviews with 10 SDOs from 27 Jesuit Catholic colleges and universities. Four main themes emerged, including (a) new leadership and directives for DEI frameworks and strategies, (b) evolving complexities of SDOs' role, (c) intentionality toward caring for all SDOs, and (d) connecting Jesuit character and SDOs experience with the work. A Design Thinking model was outlined, supporting a human-centered solution approach to address and enhance the experiences of SDOs and the work. Ultimately the goal is to contribute to SDOs' more profound understanding of Jesuit character and impact on implementing frameworks toward anti-racism and DEI strategies. The findings provided insights for enhancing diversity practitioners' experiences amidst DEI demands, helping to create solutions for more intentional, sustainable structures and services for SDOs and DEI strategies within and beyond Jesuit higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research examines the reasons why parent(s)/guardian(s) have chosen to enroll their child in a Catholic high school in the New Orleans area. Currently enrollment in Catholic high schools in the area is down post-Hurricane Katrina. This research is a qualitative study utilizing Grounded Theory methodology. An anonymous survey was sent to eighth grade parents of selected Catholic high schools, which they completed and submitted online. The results from the coding of the survey responses indicate that the primary reasons parent(s) selected a Catholic high school education for their child was academics, the importance of faith and/or Catholic education, the community of the high school, and the importance of discipline and safety for their child. With this information, the Archdiocese of New Orleans Office of Catholic Education and Faith Formation and the individual order-run schools in the area can affect their recruiting and marketing strategies to increase enrollment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study examined the decision-making processes among principals of parish-based Catholic elementary schools in low-income communities within the Archdiocese of Los Angeles, against the backdrop of a decentralized governance structure and increased financial pressures intensified by the COVID-19 pandemic. The study was grounded in a conceptual framework derived from contingency theories of leadership and decision-making research and investigated three areas: (1) the principals' decision-making processes, (2) the situational factors influencing these processes, and (3) the pandemic's impact on their decision-making processes. The findings revealed dynamic integration of cognitive, social, and procedural processes, rooted in faith and community collaboration. The principal participants demonstrated a keen awareness of their schools' financial limitations and a strong dedication to their communities' needs. The study also highlighted the dual nature of decentralization and subsidiarity, presenting both the challenges in principal-pastor relationships and support through relationships with diocesan teams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Catholic school administrators are asked to undertake many roles and responsibilities as the academic, spiritual, and managerial leaders within their institution, in addition to other emerging responsibilities. Little research has comprehensively described the expectations placed on Catholic school administrators. Therefore, this qualitative descriptive study examined the perspectives of Catholic school administrators and explored the responsibilities associated with their roles using a survey, partially structured interviews, and a focus group to investigate their perceptions, preparation levels, and support received from all levels of leadership. This study found that administrators viewed their roles as the spiritual leaders of their institutions as their most important and consistently felt pressured to increase their school's enrollment. A lack of formal spiritual leadership and financial management training posed challenges for these Catholic school administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Catholic schools are founded upon distinctive values; they shape school leaders' leadership approaches, which in turn influence the school community experienced by students. Yet, research is sparse where leaders' intentions intersect with the actual community. The purpose of this qualitative case study was to examine how school leaders' approaches to community affected alumnae voices, based on their described lived experiences as students, in two all-girls Catholic high schools in the western United States. Answers to three research questions were sought. First, how does a Catholic-values foundation affect a school leader's leadership approaches? Second, how does a school leader intend to affect school community through their approach? Third, how do the alumnae perceptions of the communities they experienced as students differ between schools, particularly regarding relationship and wellbeing? This exploratory research used a qualitative case study approach with semi-structured interviews. It involved a cohort of eight alumnae that had attended and could speak of both schools firsthand. Also included was each school's leader detailing her influences and intentions; their leadership approaches were compared to a researcher-constructed idealized theoretical framework that linked Catholic values to various leadership styles and theories. Interviews with supporting notes were open coded structurally and inductively. Resulting in vivo quotes were categorized using second cycle axial coding to generate common themes. The findings characterized the school leaders and communities. Each leader expressed their Catholic foundation differently: one with active missionary zeal and the other with more natural ease of incorporation. Both focused on service, one through expressive personal relationships and the other in formalized professional roles. Alumnae preferred an internalized welcoming culture, sought broad peer relationships, and valued mental health. The findings' long-lasting impacts remain to be seen. The theoretical framework was supported and indicated a better leadership approach involves a zealous and outward expression of Catholic principles, focused on persons qua persons. This could be accomplished through being a visible presence, creating authentically welcoming culture, and ensuring alignment with Catholic identity through rationality and communication. While further studies could help establish these findings' generalizability, they may already help Catholic school leaders create thriving communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated teachers' and parents' perspectives on the impact of Catholic education on non-Catholic Chinese immigrant students. The research attempted to answer three questions: How did teachers and parents perceive the impact of Catholic education on non-Catholic Chinese immigrant students' academic achievement? How did teachers and parents perceive the impact of Catholic education on non-Catholic Chinese immigrant students' personal moral values? And what are non-Catholic immigrant parents' perceptions of Catholic education? The study is framed by moral development (Kohlberg & Hersh, 1977) and sensemaking (Weick, 1995) two frameworks. The methodology chosen for the research was single case study, that used a sample of non-Catholic Chinese immigrant families and their K-8 children who study at Catholic school to address the impact of Catholic education. The researcher conducted interviews with three administrators, seven teachers, and four parents from one single Catholic school that involved 59% Asian and 72% non-Catholic of the entire school population. The findings present three major themes with the impact of Catholic school on the non-believer immigrant students: reason for sending children to Catholic school; the impact of Catholic education; and parents' perceptions of Catholic education. The study provides some guidance with respect to the Catholic school leaders and teachers to relate Catholic education's values to those of other cultures, faiths, and communities as it expands to educate students from a wide range of backgrounds, especially the non-Catholic immigrant students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students need qualified and caring adults to guide their academic and socioemotional development. In the United States and abroad, experienced and novice educators are leaving the profession at an accelerated pace, and the pipeline of individuals enrolled in teacher preparation programs has declined. Framed under Maslow's theoretical framework of human motivation, this mixed-methods study examines how Catholic and public school K-12 teachers perceive factors impacting their motivation to remain employed in their educational setting. The five research questions that guided this study were: Based on survey and interview data, what do Catholic and public school teachers perceive about how their physiological needs, safety needs, love and belonging needs, self-esteem, and self-actualization needs in their place of employment? The quantitative portion of this study used a convenience sample of 84 Catholic and public school teachers to complete an anonymous 5-point Likert survey. The qualitative portion of this study used a sample of eight Catholic and public school teachers who participated in semi-structured interviews. The results of the quantitative portion revealed that Catholic and public school teachers perceived their school environments and cultures in a statistically significant different manner. Data indicated that Catholic teachers felt more supported and respected in their communities, and could express themselves without fear of retaliation at higher rates. At the same time, the qualitative data provided insights into why this might be true. In keeping with existing literature, this revealed that compensation was not the primary motivation behind retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research shows that Catholic schools are important factors that contribute to the proliferation of the faith (Gray, 2014). Additionally, studies reveal that effective principals have a positive impact on student achievement and school improvement (Leithwood et al., 2004; Waters et al., 2003). Because effective leaders are vital to the success of Catholic schools, it is logical to deduce the importance of investing in robust leadership development and succession programs to ensure the longevity of both Catholic schools and the Church. Rooted in the servant and contemplative leadership theories, this study examined important practices within leadership development and succession planning through the eyes of new principals serving in the Archdiocese of Seattle. The study incorporated a mixed method design, including an in-depth interview and an online survey which collectively provided valuable insights into the new principals' experiences. Further analysis identified ways in which diocesan programs provided support for new leaders, in addition to highlighting areas for continued growth. Qualitative results outlined six major themes including common ways individuals were 'tapped' for leadership, the challenges associated with the Catholic school principal role and the site-based model, the need for building collaborative relationships, and the ways in which principals find purpose and fulfillment. Correlation analyses revealed a strong, statistically significant, relationship between job satisfaction and the likelihood of staying in the role. Other significant relationships were identified including a strong negative correlation between the number of students and job satisfaction, and between the number students and likelihood of staying in the job. Similar results were found in relation to the number of staff. The study has important implications for leadership development and succession models within Catholic school systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

One of the challenges to Catholic identity is that Catholic schools are faced with the challenges of meeting the needs of students from low socio-economic backgrounds. The analysis of the qualitative phenomenological study underscores the invaluable role of principals of Catholic schools in the Diocese of Ondo. Using social justice and Ubuntu, the collective solidarity in African life theoretical framework, the research, therefore, describes the commonality in the experience of principals dealing with students from low socio-economic backgrounds. This study is relevant because it focuses on the invaluable role of the principal as an agent of the new evangelization who strives beyond administrative skills to embrace the ethics and ethos of the Catholic faith, thereby making their schools a place of encounter and witnessing the creative power in humanness. The researcher collected the data through an open-ended semi-structured interview involving web-based (virtual) interaction with 10 Catholic principals to understand the phenomenon's essence. The two broad questions are about what the participants experienced about the phenomenon and what situations affected their experiences. The four critical themes that emerged from the data analysis are stewardship, inclusion, compassion, and witnessing. These are the goals school leadership articulated as leaders of new evangelization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a lack of knowledge regarding the self-described pedagogical approaches taken by science teachers in Catholic schools regarding the integration of a Catholic worldview in their science classroom. The research team distributed surveys to K-12 Catholic school administrators throughout the Midwest who subsequently distributed teacher-specific surveys to their science teachers, to complement the administrator surveys. The research team sought to understand the beliefs of Catholic school science teachers about the relationship between faith and science, to understand to what degree science teachers are currently undertaking the integration of faith in the science classroom, and to understand what kind of support teachers were being given. The quantitative survey data was complemented by focus groups of both administrators and science teachers. Statistical analysis was completed to determine what beliefs, practices, and policies have a statistically significant relationship to the actual integration of faith in the science classroom. The research team recommends a "hiring profile" for science teachers: those teachers that were found to be most likely to integrate faith and science. Furthermore, the data also encourages administrators with the conclusion that targeted observations, evaluations, professional development, and curriculum document requirements can make a real impact in this area. The research team further warns that high schools are in particular need of further attention in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Catholic schools have faced enrollment challenges for at least two decades. The staggering numbers of Catholic school closures should compel all stakeholders to reflect on the traditional model of Catholic schools and consider what alternative models could more effectively carry out the mission of the Church. Alternative school models, such as microschools, offer Catholic schools a promising solution and opportunity to continue their mission. Microschools utilize a scaled model of operations, including multiage instruction, and improve operational vitality. This project investigated microschools as a bold and innovative solution needed to keep doors open in Catholic schools and continue to provide robust Catholic education in struggling parishes and communities. To better understand the perceptions of Catholic school leaders who have navigated the transition of a parish school to a microschool, the team conducted a mixed-method study to identify leaders who took bold initiative to sustain Catholic education in their community. The study revealed that, during a time of transition, leaders benefited from leadership formation and support as well as strong communication and intentionality. Their Catholic microschools experienced improved operational vitality, higher academic achievement and stronger Catholic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Catholic schools have faced enrollment challenges for at least two decades. The staggering numbers of Catholic school closures should compel all stakeholders to reflect on the traditional model of Catholic schools and consider what alternative models could more effectively carry out the mission of the Church. Alternative school models, such as microschools, offer Catholic schools a promising solution and opportunity to continue their mission. Microschools utilize a scaled model of operations, including multiage instruction, and improve operational vitality. This project investigated microschools as a bold and innovative solution needed to keep doors open in Catholic schools and continue to provide robust Catholic education in struggling parishes and communities. To better understand the perceptions of Catholic school leaders who have navigated the transition of a parish school to a microschool, the team conducted a mixed-method study to identify leaders who took bold initiative to sustain Catholic education in their community. The study revealed that, during a time of transition, leaders benefited from leadership formation and support as well as strong communication and intentionality. Their Catholic microschools experienced improved operational vitality, higher academic achievement and stronger Catholic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Catholic schools have faced enrollment challenges for at least two decades. The staggering numbers of Catholic school closures should compel all stakeholders to reflect on the traditional model of Catholic schools and consider what alternative models could more effectively carry out the mission of the Church. Alternative school models, such as microschools, offer Catholic schools a promising solution and opportunity to continue their mission. Microschools utilize a scaled model of operations, including multiage instruction, and improve operational vitality. This project investigated microschools as a bold and innovative solution needed to keep doors open in Catholic schools and continue to provide robust Catholic education in struggling parishes and communities. To better understand the perceptions of Catholic school leaders who have navigated the transition of a parish school to a microschool, the team conducted a mixed-method study to identify leaders who took bold initiative to sustain Catholic education in their community. The study revealed that, during a time of transition, leaders benefited from leadership formation and support as well as strong communication and intentionality. Their Catholic microschools experienced improved operational vitality, higher academic achievement and stronger Catholic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative phenomenological study delves into the product of women's leadership in Catholic colleges of education in four regions of Ghana. Using the synergistic leadership and organizational culture theories as the conceptual frameworks, the study examined the essence of the lived experiences of women in leadership positions of these Catholic institutions and the Catholic identity. With a focus on Ghana, where the Church and the State Partnership manage Catholic colleges, the study sought to understand how women's leadership navigates some of the challenges that such affiliation poses to the Catholic identity of the colleges. To understand this phenomenon and answer the research questions, data was collected through semi-structured interviews with 12 women leaders and document analysis. The data revealed four significant themes: balanced leadership, relational leadership, Catholic identity, and Catholic education. Additionally, the sub themes included mentoring and women's empowerment, democratic leadership, collaboration and consensus, leadership for learning, holistic education, Catholic culture on campus, church-state partnership, and a majority non-Catholic student population. In conclusion, critical to women's leadership is an intentional leadership formation by stakeholders in Catholic education to enhance their skills and to keep the pipeline of women's leadership secured. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The group project team conducted this mixed methods case study to report findings from data collected from a Non-public School Accrediting Association in the midwestern United States and how small Catholic schools use the NSBECS to monitor the school's operational vitality. The group project team identified Standard 10 of the four Standards within operational vitality as the focus. The group project team found that the Catholic schools identified had a higher self-reported school score than the site visit team gave during a Catholic school's accreditation year. The group project team recommends surveying small Catholic schools to investigate the resources used to obtain documentation/evidence for NSBECS benchmarks and having the Diocesan Office of Catholic Schools provide ongoing financial training workshops to assist in school operational vitality and accreditation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School districts continue to strive to enhance students' academic achievement. Various studies and literature highlight the significance of the role of non- academic subjects, which in Ontario, Canada, are referred to as learning skills. Teachers in Ontario are mandated to report on six learning skills three times in a school year within their students' provincial report cards. This study explores the role of the teacher in teaching, integrating, and assessing learning skills by examining what supports teachers require to teach, integrate, and assess learning skills, in addition to any barriers that teachers face regarding learning skills. This study is based on interviews conducted with twenty-five teachers who work at Halton Catholic District School Board in the Greater Toronto Area. All interviews conducted were virtual and were either one-on-one interviews or focus group interviews. This study is based on data from K-8 Catholic teachers who volunteered to participate in this study. The study is qualitative, and participants' responses were coded into themes. The findings indicate that teachers viewed lack of resources and PD, in addition to teacher subjectivity and limited teacher training to be predominantly the main barriers affecting their ability to teach, integrate, and assess learning skills in their classrooms. All participants in this study shared a need for more mentorship/PD, school support, and resources and training provided by the school district or the ministry to assist them in integrating, teaching, and assessing learning skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This project investigates the impact of the COVID-19 pandemic on teacher turnover in United States Catholic elementary and secondary schools. COVID-19 caused a significant disruption of the educational paradigm throughout the United States, fueling an extant teacher shortage. High turnover of educators and a simultaneous struggle to attract high-quality teachers negatively impact student achievement. This study addresses the lack of knowledge concerning teacher departure rates in United States Catholic elementary and secondary school teachers during the global COVID-19 pandemic. Results suggest that for every school year impacted by COVID-19, a statistically more significant number of Catholic school teachers quit compared to the national public school attrition rate--almost double the rate. Furthermore, school leaders were concerned about the qualifications of new-hire candidates as they perceived the quality and number of candidates to have declined since the advent of and during the pandemic. These results depict the need for school leaders to address factors affecting teacher attrition, improve the retention of highly qualified personnel, and attract competent new hires to foster student success within Catholic schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the complex dynamics of teacher retention within Catholic schools, seeking to understand the motivations, factors and alignment of reasons provided by teachers for their decision to stay or leave their positions. Utilizing Sher's Theoretical Framework (1983) as its guiding principle, the study examines the factors that motivate and influence teachers; decisions with the educational settings, encompassing community, compensation, working conditions and autonomy. Through a case study approach, utilizing structured pre-interview questionnaires, Zoom semi structures interviews and Zoom focus groups, this study offers a firsthand account capturing perceptions and lived experiences of teachers in Catholic schools. Emerging for the data analysis was a variety of teacher dissatisfaction concerning compensation and working conditions, as seen in many other studies concerning teacher retention. This research also points out the importance of addressing compensation gaps, the quality of working conditions, and promoting autonomy as a way to increase overall teacher satisfaction and retention in the Catholic school sector. Overall, this study contributes valuable insights to the field of educational research, shedding lights on critical factors influencing teacher retention dynamics with the unique content of Catholic education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

"Let it be known to all who enter here that Christ is the reason for this school, the unseen but ever-present Teacher in its classes, the model for its children, the inspiration for its staff." - Anonymous. This study explored the journeys and experiences of women leaders in Catholic secondary schools, focusing on their challenges and successes. The research included six participants who held leadership positions ranging from school principal to regional superintendent and represented diverse ages and perspectives. Using a qualitative approach with a case study framework, the study drew on Ciriello's (1996) theoretical framework and Uhl's (2020) systemic method of analyzing and reflecting on conflicts, providing the conceptual lens to understand women's experiences as Catholic school leaders. Data was collected through semi-structured interviews and participant journaling, utilizing the case study inquiry model to provide a nuanced exploration of these women's personal and professional trajectories in their roles. The experiences, professional growth, and challenges women face in Catholic education reflect the dynamic nature of leadership within the context of faith-based education. Women in Catholic education perceived their roles as spiritual, educational, and managerial leaders, which were profoundly interconnected, with each dimension contributing to the holistic mission of Catholic schooling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This doctoral dissertation delves into the intricate relationships among servant leadership, teachers' affective commitment, and teacher accompaniment within the distinctive context of Salesian colleges in India. The study aims to advance the comprehension of effective leadership within higher education and to gain deeper insights into the dynamic between educators and learners. The study underlines the significance of servant leadership principles in educational leadership and advocates for their incorporation into organizational practices. Moreover, it highlights the pivotal role of affective commitment and teacher accompaniment in promoting employee retention and cultivating a positive work environment. The study's first research question examined the impact of servant leadership on teachers' affective commitment, revealing a significant positive relationship between the two. The second research question investigated the influence of servant leadership on teacher accompaniment, finding a significant positive impact. The third research question explored the link between teachers' affective commitment and teacher accompaniment, revealing a modest but statistically significant correlation. The fourth research question investigated whether teachers' affective commitment mediated the relationship between servant leadership and teacher accompaniment, with the study concluding that it did not. Recommendations for future research encompass cross-cultural examinations of servant leadership, further exploration of the lived experiences of educators and students, and the adoption of case study methodologies to delve deeper into the factors influencing affective commitment and teacher accompaniment. This study offers invaluable insights for both the academic community and educational practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated the factors influencing retention among Catholic private school teachers in the Pacific Northwest, focusing on motivational and external elements. Employing a mixed-methods approach, including surveys and interviews with five teachers, I delved into the impact of intrinsic motivators like leadership and school culture as well as concerns about extrinsic factors such as salary. The findings suggest that reasons for teacher retention vary among individuals and emphasize the need for personalized support and encouragement. This research informs administrators and policymakers about teachers' perspectives and areas requiring attention to foster career longevity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a lack of knowledge regarding the self-described pedagogical approaches taken by science teachers in Catholic schools regarding the integration of a Catholic worldview in their science classroom. The research team distributed surveys to K-12 Catholic school administrators throughout the Midwest who subsequently distributed teacher-specific surveys to their science teachers, to complement the administrator surveys. The research team sought to understand the beliefs of Catholic school science teachers about the relationship between faith and science, to understand to what degree science teachers are currently undertaking the integration of faith in the science classroom, and to understand what kind of support teachers were being given. The quantitative survey data was complemented by focus groups of both administrators and science teachers. Statistical analysis was completed to determine what beliefs, practices, and policies have a statistically significant relationship to the actual integration of faith in the science classroom. The research team recommends a "hiring profile" for science teachers: those teachers that were found to be most likely to integrate faith and science. Furthermore, the data also encourages administrators with the conclusion that targeted observations, evaluations, professional development, and curriculum document requirements can make a real impact in this area. The research team further warns that high schools are in particular need of further attention in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study detailed in this doctoral project was designed to examine and understand educator and administrator perceptions of the current state of inclusive education in Catholic schools. The study utilized a survey with quantitative and qualitative characteristics to analyze data. An analysis of the data revealed that there are both similarities and differences between educator and administrator perceptions of what types of special needs are being serviced in Catholic schools, what resources are available to provide inclusive education, and what would be needed to make improvements to service students regardless of any student's level of needs. The doctoral team found that teachers' perceptions were limited to his or her personal experience in the classroom. Educators may not play a role, or be privy to, the resources available, or the challenges in receiving desired resources, in the same way as their building administrators. The qualitative data provided, by the use of open-ended questions in the surveys, allowed for the researchers to establish that educators and administrators, though have similar knowledge of the types of students they are able to service in their Catholic schools, they do not fully agree on what defines a student with special needs, or what may the constraints may be in providing sufficient training, or hiring certified staff, to meet all student needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study detailed in this doctoral project was designed to examine and understand educator and administrator perceptions of the current state of inclusive education in Catholic schools. The study utilized a survey with quantitative and qualitative characteristics to analyze data. An analysis of the data revealed that there are both similarities and differences between educator and administrator perceptions of what types of special needs are being serviced in Catholic schools, what resources are available to provide inclusive education, and what would be needed to make improvements to service students regardless of any student's level of needs. The doctoral team found that teachers' perceptions were limited to his or her personal experience in the classroom. Educators may not play a role, or be privy to, the resources available, or the challenges in receiving desired resources, in the same way as their building administrators. The qualitative data provided, by the use of open-ended questions in the surveys, allowed for the researchers to establish that educators and administrators, though have similar knowledge of the types of students they are able to service in their Catholic schools, they do not fully agree on what defines a student with special needs, or what may the constraints may be in providing sufficient training, or hiring certified staff, to meet all student needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The group project team conducted this mixed methods case study to report findings from data collected from a Non-public School Accrediting Association in the midwestern United States and how small Catholic schools use the NSBECS to monitor the school's operational vitality. The group project team identified Standard 10 of the four Standards within operational vitality as the focus. The group project team found that the Catholic schools identified had a higher self-reported school score than the site visit team gave during a Catholic school's accreditation year. The group project team recommends surveying small Catholic schools to investigate the resources used to obtain documentation/evidence for NSBECS benchmarks and having the Diocesan Office of Catholic Schools provide ongoing financial training workshops to assist in school operational vitality and accreditation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In Catholic high schools, the positions of campus minister and theology teacher have shifted from vowed religious and clergy to the laity. The job descriptions and expectations of these positions have not changed to reflect the realities of those who hold them. Based on my own experience and anecdotes of colleagues, I have noticed a consistent theme of long work hours, low salaries, and a lack of awareness of lay ministers' life demands. Using appreciative inquiry through ethnography and reflexivity, I explore the reality of six lay ministers in Catholic high schools. Placing my own experience in conversation with that of the six interviewees, I address the following questions: What are some of the ways that institutional power can be managed to achieve a just and humane treatment of lay ministers? How can clear boundaries and expectations that are appropriate for lay ministers be drawn? And how can the role of lay ministers in Catholic educational institutions be redefined in a sustainable way? I juxtapose the interviewees' experiences with a personal hermeneutical interpretation of different church documents. These documents are at the conciliar, congregational, and local levels of the Catholic church. Through my interpretation of these institutional church documents, I shed light on gaps between expectations and realities faced by some lay ministers in Catholic high schools. I concentrate on issues regarding professional development, unjust wages, unreasonable expectations, among others. This research is meant to inspire dialogue in Catholic institutions where similar issues might be present in the hopes of addressing them and finding solutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The research study aims to explore the perceptions of lived experiences of college students who regularly use an on-campus food pantry, with a particular focus on those attending Veritas University. Further, the study examines the central research question: What are students' perceptions of a newly implemented food pantry at a Catholic postsecondary institution? There are three research sub-questions: 1) How do students describe their experience when using the food pantry? 2) How, if at all, may students find meaning behind their access to the food pantry and their current state of physical and emotional wellness? 3) What are students' expectations as to postsecondary institutions' decision to house a food pantry? The research design adopted for this study was based on interpretative phenomenological analysis (IPA), enabling an in-depth examination of the perceptions of students' lived experiences. The findings suggest that college students who used the food pantry on campus have a wide range of complex experiences. They shared experiences around many aspects related to their lives as college students including their academic and social lives, their wellbeing, and challenges such as uncertainty and feelings of isolation. Students utilized the food pantry as an avenue to secure their wellness needs and navigate their role within the broader ecological environment. This research highlighted the dynamics of having a food pantry on campus and its importance for universities to incorporate such resources to foster an engaged and rewarding student experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Undergraduate students throughout the United States are tasked with making many large and small decisions, frequently for the first time. To their detriment, undergraduate students are, often times, removed from familiar surroundings which may have provided much-needed support for these emerging adults. Across university parishes, Catholic student centers, and Catholic campus ministries, there is a catastrophic shortage of prepared laypeople ready and willing to accompany these college students through the challenges and triumphs they face during their undergraduate years. Yet, wise lay people of faith who have already navigated the stages of emerging adulthood are nearby in local parishes. This project in ministry sought to bring these two proximate groups of the faithful together. By training local faith-filled adults to accompany undergraduates, this project in ministry aimed to provide undergraduate students with well-trained and confident spiritual mentors. To prepare these spiritual mentors in training, a six-session training course gathered weekly for six consecutive weeks during the summer. Participants accompanied each other and reconnected with their own experiences of emerging adulthood while learning about the nature of accompaniment and the many positive impacts spiritual mentors have on the lives of emerging adults. To effectively serve undergraduate students, participants learned how to let a person know they are being heard and understood using the art of empathetic listening. Through role-playing, participants practiced listening actively and responding empathetically. This project in ministry was evaluated through the comparison of identical pre- and post-training surveys. The surveys aimed to assess the participants' knowledge of key topics and their confidence level. Overall, participants' post-training surveys revealed a greater understanding of key concepts related to accompaniment and an improved level of confidence in their ability to accompany an undergraduate student. Therefore, this project in ministry was deemed successful in preparing participants to accompany undergraduates. Notably, while participants more accurately answered the survey questions about empathetic listening and applied their empathetic listening skills in the post-training surveys, participants' confidence using their empathetic listening skills decreased. Further study is still needed in the fields of accompaniment training and teaching empathetic listening. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the early history of St. Patrick's High School, an all-boys Catholic secondary boarding school located in the west-Kenyan town of Iten. While an institutional history, this work is primarily concerned with people - the students, teachers, coaches, administrators, and staff who populated St. Patrick's during the 1960s and 1970s. This study traces the founding, construction, development, and ultimate flourishing of St. Patrick's from 1961 to 1976, a period which parallels the transition from colony to independent nation in Kenya and during which school members helped make St. Patrick's one of Kenya's most well-known educational institutions, especially in sports. I argue that by taking part in a range of activities -- in classrooms, student organizations, sports competitions, and others -- St. Patrick's community members made their school into a negotiated place of social meaning as they sought to respond to the challenges, contradictions, and possibilities of the late colonial and early independence eras in Kenya. Through their efforts, they forged an institutional identity defined by notions of discipline, unity, development, achievement, and prestige. At the same time, this process was not seamless. Conflict and struggle were defining characteristics of the period, at times leading to the marginalization of those who did not fit within the school's official identity. Yet, through their efforts of pray, work, and play, St. Patrick's became a place where members imagined and negotiated a place for themselves in the world. In addition to engaging with a broad range of literature on Kenyan schools, the central sources are oral histories, student writings, and national newspapers. As a bottom-up history of a school in western Kenya, this study joins scholarship seeking to understand schools as negotiated places of meaning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Jesuit Catholic higher education in the United States is immersed in two seemingly incongruent missions: the advancement of the educational apostolic mission of the Catholic church and the advancement of U.S. secular culture. Understanding how Jesuit institutions have engaged the Catholic identity is becoming a concern because colleges need to identify how they stand out in the higher education market. How the Catholic identity is expressed at Jesuit institutions has come into question. To understand this phenomenon, "Catholic identity maintained by senior leaders at Jesuit universities" explores three research questions: What does it mean to be a Catholic institution in a 21st-century Jesuit context, and how is that embedded in the culture of the institution? How do senior administrators support and foster the Catholic mission of the institution? Does the institution and senior administrators distinguish between Catholic and Jesuit, and if so, why? The study was conducted using a case-study method and cross-case analysis. Data were meticulously gathered through Zoom interviews with senior administrators (i.e., presidents, vice presidents, deans, and campus ministers) at three Jesuit colleges and universities across the United States. Additionally, the findings were enriched by archival materials, such as presidential speeches, institutional reports and documents, mission statements, university publications, and local newspapers. The analysis was used to identify commonalities and differences between the schools in how the Catholic identity of the institution is lived out in a daily cultural setting and how senior administrators understand themselves to be making progress or not on the question of identity that is at the heart of the mission. Three themes emerged from the study: rootedness, encouragement, and accessibility, and contribute to how senior administrators understand the question of Catholic identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study used gain scores and linear regression equations to examine the role of race, socioeconomic status, and school control (public or Catholic/private) on student science identity growth trajectories. The participants of this study were 18,837 students who were followed from the beginning of secondary education to three years after graduation from secondary school into postsecondary education/work. The study employed a non-experimental, descriptive, longitudinal, retrospective quantitative research design and explored racially and economically diverse secondary and post-secondary data from 2009 to 2016. Substantial variability is apparent. The results highlight that neither race, gender, SES, nor school control alone can predict the student science identity trajectories at the intersection of race, gender, SES, and school control. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]