dc.contributor.author	Holland-Wasdin, Angela
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2023-05-22T14:37:15Z
dc.date.available	2023-05-22T14:37:15Z
dc.date.issued	2023-05-02
dc.identifier.other	e7bdbeee-e9ac-4d0a-99da-d4bd743e684e	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6701
dc.description.abstract	This mixed-methods study examined the statistical difference between the perceptions of teachers and counselors on dual enrollment based on years of educational experience. The study investigated characteristics of high school teachers and counselors in South Georgia and examined overall teacher efficacy levels. Additionally, teacher and counselor concerns were identified regarding the implementation of successful dual enrollment programs. Data for this study were collected in two phases. The first phase involved collecting quantitative data with teachers and counselors completing the modified Dual Enrollment Perception Survey from Gatlin (2009) to gather perceptions and demographics. The second phase of the study involved interviewing participants that had completed the electronic Dual Enrollment Perception Survey and administering the Teacher Sense of Efficacy Scale (TSES) from Tschannen-Moran and Hoy (2001). Results of the study indicated that teachers and counselors in the participating districts had medium overall levels of teacher efficacy. There was no statistically significant difference between the teachers’ and counselors’ perceptions of dual enrollment based on years of experience. The lack of difference was unanticipated by this researcher due to past trends in efficacy levels. Recommendations from this study included using teacher and counselor perceptions for continuous improvement of dual enrollment program implementation. This would lead to increased student achievement as a result of well-trained staff for dual enrollment.	en_US
dc.format.extent	1 electronic record(s), PDF/A, 142 pages. 1109406 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Educational leadership	en_US
dc.subject	Educational counseling	en_US
dc.subject	Dual enrollment	en_US
dc.subject	Teachers	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.title	Teacher and Counselor Perceptions of Dual Enrollment in Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Kim, Kim
dc.description.committee	Nobles, Kathy
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US