Abstract
Teachers are confronted with many obstacles when learning to be the best teacher they can for their students. Teachers face challenges such as working with introverted students, developing activities that are fruitful and sustainable for varying students, and keeping students all focused on the goal of learning (Tasgin & Tunc, 2018). However, the authenticity of an instructor, while being researched in college and counseling settings, has not been sufficiently examined in high school settings. The authenticity of the instructor is a motivating factor for students at the college level (Kreber & Klampfleitner, 2013; Kreber & Klampfleitner, 2012; Kreber et al., 2010; Ramezanzadeh et al., 2016a, 2016b). Therefore, this mixed-methods study aims to explore secondary teacher authenticity, specifically inside high school classrooms (Bayir-Toper et al., 2020; Kreber & Klampfleitner, 2013; Kreber & Klampfleitner, 2012; Kreber et al., 2010; Ramezanzadeh et al., 2016a, 2016b). Surveys will be administered to teachers, select teachers will be interviewed, and thematic analysis will be conducted.
Notes
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Graduation Date
2021
Semester
Fall
Advisor
Gill, Michele
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Learning Sciences and Educational Research
Degree Program
Curriculum and Instruction
Format
application/pdf
Identifier
CFE0008851; DP0026130
URL
https://purls.library.ucf.edu/go/DP0026130
Language
English
Release Date
December 2021
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Hovel, Robert, "Secondary Teachers' Perceptions of Teacher Authenticity" (2021). Electronic Theses and Dissertations, 2020-2023. 880.
https://stars.library.ucf.edu/etd2020/880