Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Committee Member 1
Committee Member 2
Nearly half of new teachers leave the profession within five years of employment, and most would not recommend teaching as a profession. A shortage of highly effective teachers continues in public schools across the nation; hence, meaningful professional development needs to be implemented to adequately prepare teachers for the classroom, and this is further compounded in the online setting. The goal of this study was to ascertain school leaders’ and teachers’ perceptions of preparedness for an online K – 12 school by examining perceptions of preparedness in three categories: student learning and engagement, curriculum and instruction, and data driven decision-making. Future research should aim to identify the implementation of professional development based on needs and identified trends in online K – 12 schools, further assessing the link to teacher retention that is crucial to increasing teacher retention.
Daniels, Deirdre, "School Leaders' and Teachers' Perceptions of Preparedness for the Online K - 12 Setting" (2021). Electronic Theses and Dissertations. 2276.
Research Data and Supplementary Material
Available for download on Wednesday, June 24, 2026