Welcome to Vtext at Valdosta State University
Vtext is Valdosta State University's institutional repository, providing open access to the scholarly, creative, and administrative works of the University community. It also houses digitized materials from the VSU Archives and Special Collections.
Faculty, students, and staff can register and deposit their work directly into Vtext, ensuring that it is securely preserved, permanently accessible, and discoverable worldwide. Each item receives a stable, citable URL designed for long-term reliability—supporting both academic visibility and digital preservation for years to come. Please contact the VSU Archives and Special Collections for more information.
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Recent Submissions
Item Investigating the Differences Between Mentorship, Advanced Degrees, and Career Advancement Among Mid-Level Black Women Administrators in Higher Education within the Southeastern Region of the United States(2026-06-02)The purpose of this study was to examine differences in career advancement among mid-level African American women administrators in higher education based on educational attainment and institutional type, and to assess the extent to which mentoring predicts career advancement. Data were collected from mid-level African American women employed at colleges and universities in the southeastern region of the United States including, Alabama, Georgia, Florida, Mississippi, North Carolina, South Carolina, and Tennessee. A quantitative, non-experimental design was employed, using a survey instrument to collect data on participants’ educational attainment, years of professional experience, position classification, institution type, mentoring experiences, and perceptions of career advancement. Descriptive statistics, one-way analysis of variance (ANOVA), and simple linear regression were used to analyze the data. The findings indicated no statistically significant differences in years of professional experience and academic degree attainment. However, statistically significant differences in career advancement opportunities were found based on institutional type. In addition, mentoring was not a statistically significant predictor of career advancement. These findings suggest that, while mentoring is often emphasized as a key support resource, broader structural and organizational factors may play a more influential role in shaping career advancement among mid-level African American women administrators in higher education. The findings have important implications for institutional leaders seeking to support career advancement of mid-level African American women administrators and highlight the need for future research that incorporates qualitative or mixed methods approaches to better understand the lived experiences underlying these outcomes.Item Community Building within Corequisite Support: Faculty Perception of Corequisite English Education at Georgia Gwinnett College and Valdosta State University(2026-06-01)This thesis examines faculty perception of the corequisite Learning Support course, ENGL 0999 within the University System of Georgia. Through interviewing five instructors of the course at Georgia Gwinnett College and Valdosta State University, this thesis evaluates four main thematic aspects of the course that were recurring throughout the series of interviews. There are four categories: (1) Community within the corequisite classroom, (2) Assignments and assignment prompt design, (3) student motivation and attendance, and (4) the emotional impact of teaching corequisite courses. To establish these themes, this thesis utilizes thematic coding to best convey the instructors’ thoughts and options without the chance of misconstruing them. Finally, this thesis analyses the interviews to determine the theoretical best practices to ensure student success within the corequisite support class.Item Literacy Professional Learning: A Qualitative Study Among Elementary School Teachers(2026-06-01)This qualitative study used narrative inquiry to examine the experiences of K-3 teachers as they completed the Georgia Literacy Academy online professional development program. Through in-depth interviews with eight Georgia elementary teachers, the study explored how educators made meaning of the required online training, how the program influenced their instructional confidence and literacy practices, and what professional needs remained unmet after completion of the modules. The narratives highlighted teachers’ perspectives as they navigated the implementation of a major statewide literacy initiative within their K-3 classrooms. Findings indicated that the training validated many existing classroom practices while also encouraging teachers to incorporate new instructional strategies aligned with literacy instruction and the Science of Reading. Many participants reported how completion of the modules strengthened their confidence, preparedness, and self-efficacy in teaching literacy. At the same time, teachers identified a continued need for sustained support beyond the online coursework, particularly through opportunities for collaboration, modeling, and practical application. Implications of this study suggest as school districts work to strengthen literacy instruction aligned with the Science of Reading, ongoing and job-embedded professional development is essential to support effective classroom implementation. Additionally, because self-efficacy influenced how teachers engaged with and applied the training, districts should intentionally design professional development experiences that build teachers’ confidence through supported practice, peer feedback, collaboration, and opportunities to observe student growth and instructional impact.Item Influential Factors of Employment and Retention for Female Educators in Rural South Georgia(2026-06-01)This mixed-methods study examined the influential factors in the decision-making process ofpublic-school female teachers in rural South Georgia as they decided to accept and to remain in teaching positions. The vast majority of prior research focused on factors influencing teachers to leave teaching positions or the profession, yet few studies explored the factors influencing them to accept and to remain in teaching positions. Using an explanatory sequential design, 220 female teachers in seven rural South Georgia county school systems completed an online survey focused on the reasons they accepted their teaching position and the reasons they decided to remain in the position. Two follow-up focus groups with three and four participants, respectively, added greater insight to the findings. Results showed that returning to their home area in the rural setting is attractive in deciding to accept a teaching position. A school’s positive image, a good reputation, and a safe environment are influential in the decision-making process. Economically beneficial factors positively influence the decision to remain in teaching positions for female teachers in rural South Georgia. Recruitment efforts should focus on teacher preparation programs attended by natives of the rural counties. Rural South Georgia teachers identify with the rural lifestyle and are content in their teaching positions with plans to remain in the position.Item Basic Descriptive Study of Mentoring Programs in Accredited Christian High Schools(2026-06-01)The purpose of this qualitative study was to provide practical guidance for educators and school administration on implementing and maintaining effective student mentoring programs within NCSA high schools. This study addressed the problem that while mentoring programs are mandated to support students’ holistic well-being, implementation often reflects compliance rather than intentional relational practice. This study employed a qualitative multiple case study design. Data were collected through interviews, focus groups and observations for the selected schools. Participants represented NCSA-accredited Christian schools of various degrees of functioning mentoring programs. Findings from collected data revealed that the most effective mentoring programs were mission driven rather than accreditation driven. Schools with successful programs viewed mentoring as a natural extension of their commitment to discipleship, community, and whole child development. The study also found that mentoring programs play a critical role in addressing post-pandemic challenges related to students’ social skills, communication, and future orientation. Consistent with existing literature, mentoring supported goal setting, fostered hopefulness, and helped students navigate academic and personal challenges. Overall, the findings suggest that when mentoring programs are intentionally designed, mission aligned, and relationally focused, they not only meet accreditation expectations but also strengthen school culture and student well-being. This study contributes practical insights for school administration seeking to move mentoring programs beyond compliance toward sustainable and transformative practice.