College of Graduate Studies: Theses & Dissertations

Term of Award

Summer 2026

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Elise Cain

Committee Member 1

Taylor Norman

Committee Member 2

Meca Williams-Johnson

Abstract

This qualitative narrative inquiry examined how former waiver teachers in low-performing Title I high schools in Georgia experienced a sense of belonging within their school communities and how that sense of belonging influenced their engagement in professional learning and their perceived effectiveness in supporting student achievement. Grounded in the Belongingness Hypothesis and guided by narrative inquiry methodology, the study framed participants’ experiences through the Bildungsroman structure to explore their journeys of professional becoming. Data were collected using a life-story interview protocol that combined open-ended narrative invitations with responsive follow-up questioning and were analyzed through a multi-phase narrative inquiry process informed by the dimensions of temporality, sociality, and place. Findings revealed that belonging functioned as a dynamic and relational process rather than a fixed condition, developing over time through interactions, reflection, and lived experiences within school communities. Four cross-case themes emerged: (1) belonging as a gradual process of becoming, (2) professional learning as lived and experiential growth within community, (3) the reconstruction of waiver teacher identity through belonging and reflection, and (4) effectiveness as a developmental outcome shaped by connection, confidence, and purpose. These findings demonstrate that belonging, professional learning, teacher identity, and perceived effectiveness are deeply interconnected and mutually reinforcing within waiver teachers’ professional journeys. Participants also described effectiveness through evidence of student growth, achievement, and positive outcomes, suggesting that their evolving sense of belonging and professional identity ultimately influenced how they understood their impact on students. The study reframes waiver teacher effectiveness as a developmental process shaped by relational and contextual factors rather than a static measure of performance, as participants became more effective over time through meaningful professional learning, strong relationships, and a clearer sense of purpose. The findings also extend existing research on belonging by highlighting the experiences of former waiver teachers, a population that remains underrepresented in the literature. In this context, belonging emerged not only as a workplace experience but also as a catalyst for professional learning, identity development, and long-term effectiveness. Implications for practice emphasize the need for school and district leaders to intentionally design systems that prioritize relational support, mentorship, and collaborative professional learning environments, particularly in high-poverty Title I settings, in order to strengthen waiver teachers’ development, improve retention, and enhance student outcomes.

Research Data and Supplementary Material

Yes

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