Transformational Teaching_ A Multiple Case Study Examining Transf

Chapter 1: Introduction

Background, Context, and History of the Problem

Teaching in the U.S. has moved forward from the traditional practices of providing

students with new knowledge, to that of helping students adjust to their environment. For

example, many students, especially those living in socioeconomically distressed environments,

suffer from adversity and high levels of chronic stress (Shonkoff et al., 2012). Moreover, even

students who live without the restrictions of poverty suffer from adversity and high levels of

chronic stress from their own diverse environments (Shonkoff et al., 2012). Approximately 70%

of the U.S. student population suffers from some form of adversity; close to half of

socioeconomically distressed students suffer from multiple forms of adversity, such as those

associated with community, violence, child abuse, parent alcoholism, household mental illness,

poverty, jailed parents, and general instability (Shonkoff et al., 2012; Sousa et al., 2018).

Students who suffer from multiple forms of adversity experience toxic stress and are more likely

to have poor health, learning challenges, and behavior problems (Shonkoff et al., 2012). Toxic

stress is experienced by a student when they are subjected to prolonged adversity without means

of continued support (Braun-Wanke, Risch, & Goldberg, 2015; Day, Gu, & Sammons, 2016;

Shonkoff et al., 2012). Because these same students comprise the majority in the education

community, teachers must comprehend each student’s background and funds of knowledge in

order to provide the type of learning environment that helps students learn at high levels and

achieve success (Braun-Wanke, Risch, & Goldberg, 2015; Day, Gu, & Sammons, 2016;

Shonkoff et al., 2012).

Application of transformational teaching techniques may help students overcome the

negative impact of their environment (Slavich & Zimbardo, 2012). The transformational

teaching theory was designed to address individual student needs by creating and modeling

teaching practices to help students change from their current learning experience to that of

growth and a higher level of understanding (Slavich & Zimbardo, 2012). Similarly, the

transformational teacher provides inspiration for struggling students, an alternative role model

for students without noneducational role models, and a transformation of students’ current

understanding of the world around them (Boyd, 2009). Thus, transformational teaching practice

works to help teachers understand how fear can impact student learning and performance

(Shatzer, Caldarella, Hallam, & Brown, 2014). With such understanding, the transformational

teacher begins to know and understand individual students’ lives and backgrounds, for the

purpose of gaining knowledge about students’ possible learning challenges and/or diverse

behaviors that may impact their learning, achievement, and success. These practices are the

transformational teacher’s method of building a positive relationship and trust with the students

(Shatzer et al., 2014). Moreover, with this new knowledge, the teacher can create a classroom

community, pedagogic approach, and curricula that assist students in high levels of learning and

achievement (Day et al., 2016; Shatzer et al., 2014).

Students spend a great deal of time in the classroom and school community, and need a

healthy environment that is beneficial to their overall health and success (Berkowitz, Moore,

Astor, & Benbenishty, 2017; Sousa, Mason, Herrenkohl, Herrenkohl, & Russo, 2018). Given that

about 70% of students suffer from some form of adversity, and almost all such students attend

primary school, holistic approaches to a student’s education may prove beneficial (Slavich &

Zimbardo, 2012). The transformational teacher has the ability to provide an educational

experience that helps students and can reduce, rather than add to, students’ toxic stress by

incorporating transformational teaching techniques (Beauchamp & Morton, 2011; Slavich &

Zimbardo, 2012). The educational experiences that support student that suffer from toxic stress

include creating methods of communication between the student and school staff, individualized

feedback, formulating trust between the student and teacher, and having the student understand

the teacher cares for the student’s overall well-being (Schonert-Reichl, 2017).

Both quantitative and qualitative studies have demonstrated the effects of toxic stress on

children and how this stress is directly related to economic disparity or inequality (Raver, Blair,

Garrett-Peters, & Family Life Project Key Investigators, 2015). Likewise, there are detailed

reports on how children of poverty often suffer from posttraumatic stress disorder (PTSD), and

how PTSD directly influences such students’ behavior and learning abilities (Raver, Roy, &

Pressler, 2015; Zhai, Raver, & Jones, 2015).

Researchers who used qualitative methods to frame their investigations, defend and

examine educational actions designed to help students adjust to the societal norms established by

education institutions (Greenberg, Domitrovich, Weissberg, & Durlak, 2017; McLeod et al.,

2017; Roffey, 2017). Consequently, these case studies have implemented behavioral programs

such as social and emotional learning. Social and emotional learning is a program designed to

help students build short- and long-term success in adapting to society in a positive manner, and

to help students acquire and use the skills needed to be successful in the workplace and society

(Greenberg, Domitrovich, Weissberg, & Durlak, 2017).

Roffey (2017) qualitatively examined the personal stories of individual teachers as they

applied and often struggled with implications and successes related to social and emotional

learning. In these studies, the teachers and students’ indications of success were connected to the

individual teachers’ attitudes about the social and emotional learning programs (Roffey, 2017).

For example, the teachers’ attitude towards social and emotional learning required the teacher to

accept and believe that the program will help students in manner that achieved individualized

success (McLeod et al., 2017; Roffey, 2017). Moreover, the teacher’s belief in the program also

supported the students’ belief and acceptance of the educational processes that are used to help

the student emotional well-being (McLeod et al., 2017; Roffey, 2017).

Conceptual Framework

The conceptual framework for this multiple case study is based on constructivist learning

theory. Constructivist learning theory claims that students learning takes place when students

develop new knowledge from current and past experiences (Fernando & Marikar, 2017; Ormrod,

2011; Resnick, 2017). For this study, it was important for the study participants to understand

how students gain new knowledge from current and past classroom and personal experiences,

consistent with the theory of constructivism (Ormrod, 2011). The framework of constructivist

learning indicates that teachers gather information about the student’s background and funds of

knowledge so that the teacher is able to use a constructivist approach to learning and teaching

(Fernando & Marikar, 2017; Resnick, 2017).

However, constructivist theory is often at odds with teaching theoretical agendas

employed by educational organizations because of the need for students memorize and repeat

learned material (Dagar &Vadav, 2016). For example, traditional approaches to classroom

learning focus on rote memorization, as opposed to focusing on students finding their own

solutions to larger, more complex problems using critical thinking and teamwork (Dagar &

Vadav, 2016). The implications of traditional approaches to learning imply that students will not

construct meaning from their prior experiences and apply these experiences with new knowledge

to solve more complex problems, and gain deep meaning of subjects (Dagar & Vadav, 2016;

Ormrod, 2011).

Consequently, the transformational teacher understands that students gain more accurate

knowledge by participating in new experiences, and by adding this knowledge to their past

experiences in which the student questions and struggles, both academically and

environmentally, with previous learned knowledge, to form a more genuine understanding of

concepts, learning, and experiences learned both inside and outside the classroom (Alt, 2017;

Illeris, 2018; Wilson, 2017). Additionally, student experiences that are formed from their

environment have a significant impact on how they view and intersect with the world around

them (Slavich & Zimbardo, 2012). Constructivism served as the theoretical framework for this

study, which guides how the transformational teaching theory adapts to students’ learning and

environmental experiences, and is then used as a foundation to create new transformational

teaching practices that serve students.

Statement of the Problem

The problem addressed in this multiple case study is the teachers’ difficulty in knowing

or understanding the effect of their teaching practices in today’s student population. Although

teaching practices are created to help students gain new knowledge, such practices often

overlook the importance of individual students’ backgrounds and environments. Ignoring the

students’ backgrounds and environments often leads to learning and behavioral problems in the

classroom (Yoshikawa, Aber, & Beardslee, 2012). Although transformational teaching theorists

advocate helping students achieve higher levels of learning and success (Beauchamp & Morton;

2011; Slavich & Zimbardo, 2012), transformational teachers must continue to adjust their

knowledge of their students, and adjust their teaching practices, to facilitate students’ ability to

learn at higher levels and produce high levels of work (Pounder, 2014). The goal of teaching is

not to produce students who can move to the next grade or graduate from high school. The goal

of teaching should be to help all students adjust and find the ability to advance (Beauchamp &

Morton; 2011; Slavich & Zimbardo, 2012).

The premise of transformational teaching is to provide teaching practices and a pedagogic

approach that help students move through the process of education and achieve success (Shatzer

et al., 2014). Another goal of transformational teaching is to provide a new framework for the

individual student so that students can attempt to understand their respective environments and

how the world around them influences their learning and means of success (Hyett, Kenny, &

Dickson-Swift, 2014; Shatzer et al., 2014).

Within this framework of transformative teaching, the teacher and student work together

to develop a plan of action that will help provide the student with success. However, it is

unknown how much the student will respond to the transformational teaching process. Responses

from students may have limitations based on influences of age, learning disabilities,

environments, home, and community support systems (Moustafa, Ben-Zvi-Assaraf, & Eshach,

2013; Slavich & Zimbardo, 2012).

Purpose of the Study

The purpose of this multiple case study was to examine and understand the actions and

behaviors associated with transformational teaching theory. The purpose of the study was also to

examine how transformational teachers understand, frame, and use specific pedagogic

approaches to help transform students toward success. In the transformational teaching

framework, student success is an individualized goal. To help students achieve their individual

goals, the transformational teacher applies a variety of leadership and teaching strategies that

help the students achieve high levels of learning, production, and achievement (Hyett et al.,

2014). Moreover, the goal of this case study was to examine current transformational teaching

practices to develop new teaching practices that will help students move toward the goal of high

achievement. As such, this study was designed to document what current transformational

teaching practices are being applied, and how these techniques work, to provide more clarity

about the phenomenon of transformative teaching, so that educators can further development and

application of transformational teaching theory in the classroom.

Nature of the Study

This qualitative case study allowed me to examine the teaching practices and experiences

of 12 elementary school teachers located in an urban California environment. Although

transformational teaching was the focus of the study, participation did not require that the

teachers identify themselves as transformational teachers. The teachers selected for this study

understood the environments in which their students lived, and approached their teaching

practices as a means to help students become successful in such environments. Thus, the lives of

the students are not ignored, but the students’ lives impact the practice of the teachers.

The case study design allowed me to collect data from 12 teachers by engaging in audio-

recorded interviews and observing their teaching practices (Merriam, 1998). The design allowed

me to discover themes, categories, and possible additions to transformational teaching theory. I

did not work concurrently with any of the participants, nor did I hold a position of authority over

any of the participants. All participants were made aware of the intentions of this case study, and

that they would not receive any type of compensation to participate in the study.

Specifically, I used semistructured interview questions (see Appendix A) to learn about

the teachers’ backgrounds, how the teachers felt about and approached their teaching practices,

and transformational teaching theory. Additionally, I conducted individual, 1- to 2-hour long

observations of each of the 12 teachers’ respective classroom teaching practices (see Appendix

B). The purpose of these observations was to view the phenomenon of transformational teaching,

and to discover possible additional aspects to the phenomenon. I used field notes to provide

detailed descriptions of the interviews, actions, behaviors in the observations, and my own

opinions and understandings of how the phenomenon takes place (Creswell, 2013; Merriam,

1991).

Research Questions

1. How do primary school teachers utilize transformational teaching as a teaching

methodology for helping students?

2. What new knowledge has been discovered by the teachers who use transformational

teaching as a means of pedagogy?

The development of the research questions was supported by use of a traditional

qualitative case study approach designed to provide discovery of events (Creswell, 2013; Stake,

1995). This qualitative case study’s purpose was to discover how teachers use transformational

teaching as a means to help students. For example, the use of transformational teaching in the

classroom by the classroom teacher is the event taking place, and the research questions were

designed to discover how the transformational teaching process was used and functioned as the

12 primary school teachers practiced teaching (Stake, 1995). Additionally, the purpose of the

using the research questions was to help current and future teachers by providing detailed

descriptions of teacher perceptions and experiences, which in turn may help current and future

teachers help students.

Students’ needs change significantly as their environments change and evolve.

Transformational teaching practices are needed to teach students who have been impacted by

their environment. This case study addressed how transformational teaching theory provides both

current and evolving pedagogic approaches that help all students become high-level learners and

achievers. It is the teacher’s mindset and transformational teaching framework that construct and

guide the teachers’ teaching practices with students, with the goal of helping students transform

into the future workforce and as leaders within this workforce (Slavich & Zimbardo, 2012). In

today’s society, the students associated with this case study were experiencing higher levels of

toxic stress due to increased poverty, violence, family problems, drug use, and social issues

associated with social media (Petering, Wenzel, & Winetrobe, 2014). The implications of this

high level of stress include an increase in learning difficulties because of the negative effects on

the student’s brain (Patton et al., 2012; Petering et al., 2014).

Significant quantitative research supports the implications of toxic stress associated with

student learning, and the student success in their actual assimilation and integration into general

society (Greenberg et al., 2017). These existing research findings suggested that toxic stress is

not an isolated problem for a small segment of society, and that the problem is expanding as

students suffer and experiences multiple effects of the environment and cognitive disparities

(Blair & Raver, 2015; Roffey, 2017). Accordingly, education systems and teachers have

approached this growing problem with programs dedicated to helping students adjust to society

and achieve success. Programs such as social and emotional learning provide schools and

teachers with a framework for understanding and provided the actions and resources needed to

help students (Schoner-Reichl, 2017; Zhai et al., 2015). However, these types of programs

require training, funding, leadership, community support, and self-efficacy from teachers who

use social and emotional learning programs in the classroom. Moreover, this study may provide

additional information about gaps in understanding of the phenomenon of transformational

teaching, and keys to addressing such gaps and related problems in the future.

Definition of Terms

The specific definitions of the following terms are paramount to understanding the

transformational teaching theory. The following terms are defined and their intended meaning

clarified as used herein.

Environmental stress: This term is defined as the negative emotional and physical

outcomes derived from the student’s environment that often affect learning and production

(Raver & Blair, 2016). Although the term environmental stress could be perceived as the stress

caused by such forces as nature, or the stress caused by human pollution of the environment, this

researcher viewed environmental stress from a different perspective. The term environmental

stress is used herein as a means to examine the nature of stressors surrounding students that have

influenced students’ behavior, learning, and personal viewpoints of the world around them.

Moreover, environmental stress should be understood as a primary influence in how students

interact and live their lives.

Funds of knowledge: This term is defined as the cultural systems and practices of students

that develop from the lives of students (Clement et al., 2015). The student’s funds of knowledge

are relative to the student’s environment. The student’s funds of knowledge comprise the

student’s important knowledge gained from the student’s home environment, which knowledge

is transferred into the student’s classroom practice. These funds of knowledge have both negative

and positive effects on the student (Clement et al., 2015). Discovering and understanding the

student’s funds of knowledge assists the transformational teacher in (a) empathizing with each

individual student’s life, (b) understanding how students make connections with the world

around them, and (c) potential gaining insight into why a student’s behaviors occur (Clement et

al., 2015). Additionally, funds of knowledge give the teacher insight into the cultural practices of

the student, which include attitudes about education, gender roles, and religious practices; and

primary and secondary language(s) at home and in the student’s environment (Clement et al.,

2015; Dupéré et al., 2012).

Socioeconomically distressed: This term is defined as low socioeconomic status of the

student that can interfere with educational achievement (Berkowitz et al., 2017). The term

socioeconomically distressed was used in this study because the implications of being

socioeconomically distressed relate directly to negative learning and social experiences for the

student (Berkowitz et al., 2017). Being socioeconomically distressed is one of the generalized

environmental stressors that students experience. Additionally, school districts and the federal

government assign the label of socioeconomically distressed to a particular student population.

This label is associated with understanding how poverty impacts student learning and success, as

well as high levels of stress when other environmental influencers are associated with being

labeled socioeconomically distressed (Berkowitz et al., 2017; Clement et al., 2015; Dupéré et al.,

2012).

Toxic stress: This term is defined as the wide variety of negative stress and trauma that

affects the student child, which is derived from the student’s living conditions and experiences

(Sousa, Mason, Herrenkohl, Prince, Herrenkohl, & Russo, 2018). Toxic stress in this study

related directly to the student, and how the student learns, performs, and views the world. Toxic

stress is becoming more prevalent in U.S. society and has a real impact on student success

(Sousa et al., 2018). However, toxic stress is also a generalized term, which has many different

meanings and effects on a diverse range of students, regardless of socioeconomic levels, parental

support, and/or worldview (Sousa et al., 2018). In this study, use of the term toxic stress

indicates the teacher’s understanding and knowing how the student’s environmental stress

negatively effects the student’s learning and success. Moreover, toxic stress becomes the starting

point at which the teacher understands the existence of a significant problem with the student,

and that a plan of action should be made to help the student transform into a successful learner

and healthy person (Sousa et al., 2018).

Transformational teaching: This term is defined as “creating dynamic relationships

between teachers, students, and a shared body of knowledge to promote student learning and

personal growth” (Slavich & Zimbardo, 2012, p. 1). The term transformational teaching is

referring to teaching using a transformational teaching framework based on the collective goal of

the student’s growth (Slavich & Zimbardo, 2012). There are different approaches to

transformational teaching, and the transformational teaching practice is as diverse as the student

in the classroom. Nevertheless, in this study, transformational teaching was understood as a

means of practice, personal outlook, and reflection for improvement based upon great care and

empathy for the student. This care and empathy for the student constitutes a central motivator for

the teacher as the teacher applies teaching and professional relationship practices that help the

student transform to success (Hyett, Kenny, & Dickson-Swift, 2014; Shatzer et al., 2014; Slavich

& Zimbardo, 2012). Transformational teaching also provides a common framework for why the

teacher provides a transformational teaching practice, and how such teaching practices are

supported by an outlook centered on student growth—as opposed to the assimilation of a group

of students, individual students, and/or labeled or stereotyped students (Hyett et al., 2014;

Shatzer et al., 2014; Slavich & Zimbardo, 2012).

Assumptions, Limitations, and Delimitations

Assumptions

This case study design encompassed the assumption that all teacher participants would

provide relevant information about and knowledge of their own teaching practices. For example,

the study was conducted with the assumption that each participant had the type of teacher

behavior and actions that are associated with transformational teaching practice used to help

students achieve high-level and deep learning (Slavic & Zimbardo, 2012). Moreover, I also

assumed that each participant would also supply data suggesting that the participant took

premeditated action to understand each student’s background and needs (Slavic & Zimbardo,

2012). These elements of teacher background would support the assumption that the teacher

practices transformational teaching techniques. However, I also assumed that one or more of the

participant teachers might not label themselves as transformational teachers, but rather as

teachers using teaching strategies to help a diverse student population.

It was also assumed that the framework of this qualitative, case study would not seek to

substantiate the transformational teaching practice. Equally, the case study was designed to gain

a deep understanding of the meaning and practices of transformational teaching. Furthermore, as

the case study took place, the researcher’s approach and methodology were expected to change

or adapt to the research and the participants’ environments because of diversity of the students,

teachers, and changing environments. The environments of the students are critical and have a

high level of influence in the students’ own outlooks on the education process, material being

learned, motivation for learning, and their own theoretical outlook on the society (Eisner, 2017).

Limitations

The limitations of this case study were subject to the participants’ willingness to provide

feedback, answers, and dialogue that was neither rehearsed nor scripted. This possible limitation

denotes the genuine aspect of the qualitative case study, because the study elicited the teachers’

real-life practices, behaviors, and dialogue as a means of illustrating and fleshing out the details

of the phenomenon (Merriam, 1991).

Delimitations

The delimitations of this study relate to the time and location of the case study interviews

and observations. For example, the goal of the case study was to provide a qualitative account of

12 elementary school teachers located within the same school district. This small sample was

restricted to one geographic location, with a similar socioeconomic setting, which limited its

scope. However, the study’s design may add to the further understanding of the transformational

teaching theory by providing authentic and personal accounts of the teacher’s viewpoint,

behavior, and practice while serving students in the classroom.

Chapter 1 Summary

This multiple case study examined the transformational teaching practices of 12

elementary school teachers in a highly diverse school district with evolving and rapidly changing

student needs. The study explored the transformational teaching process as the participants

revealed their own respective teaching practices, modeled to provide significant help to students

in achieving higher levels of success. These teachers’ transformational teaching practices and

personal experiences revealed the respective teachers’ outlooks, behaviors, attitudes, training,

and environment, and the success of transformational teaching theory as applied in the classroom

(McLeod et al., 2017). It is important to genuinely understand each teacher’s own environment

and how the teacher is influenced and affected by the environment (McLeod et al., 2017; Roffey,

2017). This study also examined the teacher’s theoretical perceptions of education, and the

demographics of the students that each teacher served. These detailed insights into the teachers’

own perspectives contribute to further development of transformational teaching theory, and its

significance in facilitating student success.

This study also examined the impact of the students’ environments, and how these

environments often delimit the students’ natural abilities to learn complex tasks, and high-level

academics. Moreover, the students’ environments have a significant impact on how the students

view the world around them (Dagar & Vadav, 2017; Slavich & Zimbardo, 2012).

One of the main means of implementing transformational teaching theory is the teacher’s

caring for the students and empathetic approach to the students’ lives and backgrounds. In this

case study, understanding of the students’ respective funds of knowledge provided the teachers

with an ability to provide differentiated instruction and curriculum that are meaningful to diverse

students (Taylor, 2017; Wilson, 2017). The teachers’ practices were viewed, recorded, and

transcribed to bring the greatest level of depth and meaning into real-life, real-time teaching and

learning. This research was designed and conducted to bring new, deeper understanding of the

phenomenon of transformational teaching, to help teachers help students find real success in

society.

Chapter 2: Literature Review

Introduction to the Literature Review

Transformational teaching evidences teachers’ awareness of their actions for the purpose

of supporting student success (Shatzer et al., 2014). Teachers undertake these teaching activities

hoping to assist students in exceeding minimum standards and in the transformation of their own

careers. The student’s transformational process includes all aspects of being a student and

member of society. Such transformational goals may help students become socially competent,

critical thinkers, and engaged in the classroom community, among many other qualities.

Moreover, the framework of transformational teaching brings to the classroom elements

that move beyond rote memorization and lecture. Transformational teaching ideology serves the

students’ needs, inclusive of providing an environment which supports higher levels of learning

and production (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder,

2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012; Taylor, 2017).

All too often, the teacher’s tendency is to provide information to students and have the

students demonstrate their proficiency on this shared knowledge. In contrast, the

transformational teacher moves beyond the established, normative teacher-student relationship

by providing a means for student growth and success that challenges the status quo of labeling

students’ learning abilities and disabilities (Braun-Wanke et al., 2015; Day et al., 2016; Judge &

Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich &

Zimbardo, 2012; Taylor, 2017).

Importantly, student labeling fosters predetermined frameworks by the education system,

teachers, students, and parents (Hopewell & Escamilla, 2014). Labeling students tends to provide

teachers and other stakeholders with biases and assumptions for individual students and

particular groups of students, rather than individualizing one’s approach to each student’s needs.

In contrast, the transformational teacher works to understand each student’s individual

requirements in the realm that all students are vital to the contributions of the classroom

community, regardless of preconceived methods or ideologies as to what student attributes count

as successful or important to the teacher (Braun-Wanke et al., 2015; Day et al., 2016). It is

paramount for teachers to model appropriate actions to provide relevance in student learning, and

pathways for growth. Because transformational teaching is meant to help the individual student

and the whole organization, all students, spanning different physical and cognitive abilities, find

that they are active participants in their own growth and the entire educational community

(Slavich & Zimbardo, 2012)

In the next section of this study, a comprehensive literature review provides an

examination of what is known about the impact of teacher’s influence on students. Teacher

influence is operationalized as how the classroom teacher uses transformational teaching

techniques to help students improve in all aspects of being students and young people who move

beyond meeting proficiency in standardized testing. Although standardized testing is an indicator

of success in the qualities defining student success, the transformational teacher provides a

means of supporting the whole student, which individualizes success.

Next, the literature review introduces the conceptual framework and a discusses the

elements of transformational teaching techniques used by transformational teachers. Then, the

literature review explores how the student’s environment influences student learning, behavior,

performance, and the possibilities of the student’s success. Lastly, the literature review concludes

with a summation and recommendations to assist teachers in the implementation of

transformational teaching to improve students’ educational experiences and possible success in

their respective environments.

Conceptual Framework

The conceptual framework for this study is founded on the learning theory of

constructivism. The students’ process of learning associated with transformational teaching

techniques suggest that students will form new frameworks of knowledge by combining the

students’ current understandings with new experiences (Ormrod, 2011). Here, it is important for

transformational teachers to recognize students’ prior knowledge and funds of knowledge to

design and apply transformational teaching practices and curriculum to help the student become

an advanced learner (Doolittle, 2014). Funds of knowledge, as defined herein, are the cultural

systems and practices of the student that develop from the student’s experiences (Clement et al.,

2015). Such experiences include home life, and interactions with family, friends, and other

people in the student’s community (Clement et al., 2015). Moreover, the student’s funds of

knowledge are often shaped by the student’s socioeconomic status. In the framework of urban

education, teachers’ familiarity with each student’s funds of knowledge becomes more relevant

in the building of new knowledge because urban students are underserved in society (Clement et

al., 2015).

Among multiple interpretations on learning, the constructivist viewpoint as understood

herein is that the transformational teacher’s preliminary focus is to gather and begin to learn

about each individual student’s prior experiences. The transformational teacher’s inquiry into

each student’s background provides the teacher with information, which the teacher then applies

in the development and application of pedagogy and curriculum to individualize student learning

and development (Ormrod, 2011).

Constructivism is based on Piaget’s formulation of childhood cognitive development

(Fosnot, 2013; Ormrod, 2011, Wadsworth, 1996). This construction of knowledge by the child is

created by the unique meaning that the child has established already, combined with new

experiences to create new knowledge (Fosnot, 2013; Ormrod, 2011; Wadsworth, 1996).

Moreover, the classroom teacher can use the basic principles of constructivism as the theoretical

framework for providing pedagogy and curriculum. When using the constructivist theoretical

framework, the teacher acknowledges that each student’s learning develops uniquely, and that

the student does not take in new knowledge without influence from other prior knowledge

(Fosnot, 2013).

In the framework of constructivism, the teacher provides challenges that incorporate the

student’s current knowledge and exploration of new knowledge to help students achieve better

results. The use of problem-based curricula helps the student retain understanding and develop

complex reasoning strategies (Slavich & Zimbardo, 2012). The purpose of providing students

with challenging, problem-solving curricula is to facilitate students’ development of higher

levels of learning, social skills, and practice in the techniques of problem-solving (Ormrod,

2011).

Additionally, the transformational teacher uses similar techniques to include all students

in problem-solving in the classroom. These transformational teaching practices based on

constructivist theory help build new knowledge and behaviors for students (Ormrod, 2011;

Slavich & Zimbardo, 2012). Teachers’ use of constructivist theory as the theoretical framework

helps foster students who are relevant actors in society and the global work environment (Fosnot,

2013). In contrast, constructivism as defined by Piaget (Wadsworth, 1996) was limited to the

treatment group in Piaget’s research (Ormrod, 2011). For example, in large part, Piaget’s

findings and development of constructivist theory stemmed from the observations of a small

group of children, and not a random sampling of children representing different cultures and

ethnicities (Ormrod, 2011; Wadsworth, 1996).

Constructivist theory is highly relevant to transformational teaching practice due to the

teacher’s approach to understanding the student as a whole person. The teacher’s attempt to

understand the student as a whole person allows the teacher to develop curricula that are relevant

to the student. Moreover, relevant curricula may help students become more motivated to learn

as they experience learning activities introduced by the teacher (Ormrod, 2011). The next section

of the literature review discusses key components of transformational teaching.

Review of Research Literature and Methodological Literature

Research literature about transformation teaching in primary education is extremely

limited (Beauchamp, Barling, & Morton, 2011; Kumi-Yeboah & James, 2012; Slavich &

Zimbardo, 2012); researchers have not necessarily approached transformational teaching as

distinct set of approaches for different age groups of students. Further, researchers have indicated

that transformation teaching is grounded in transformational leadership theory (Braun-Wanke et

al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012;

Shatzer et al., 2014; Slavich & Zimbardo, 2012; Taylor, 2017). However, the contents of this

literature review comprise solely the behavior of the teacher in the framework of

transformational teaching for children attending school. Additionally, this literature review

includes the teaching practices associated with transformational teaching, the impact of teacher

behavior, and the influence of the student’s environment. A review and analysis of the student’s

environment provides the connection to the teacher’s attempt to understanding the student as a

whole person, and how the teacher’s understanding of one’s own behavior is vital to the ultimate

success of the student (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich &

Zimbardo, 2012).

Transformational Teaching Techniques

Many of the teaching techniques associated with transformational teaching that are

discussed by researchers relate to instructing older or college-level students (Beauchamp et al.,

2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012). However, the key elements of

transformational teaching include active learning techniques, collaboration, personalizing student

attention and feedback, the teacher’s behavior, and the teacher’s understanding of the student’s

funds of knowledge. These core transformational teaching techniques are also associated with

primary school education practices (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012;

Slavich & Zimbardo, 2012). Similarly, teachers using transformational teaching techniques

incorporate student reflection into a variety of pedagogic approaches associated with real-world

problem-solving relevant to the individual student, and student reflection that encourages and

engages the student to gain deeper meaning and develop viewpoints about curricula. These

transformational teaching techniques are discussed in detail in the next section of the review to

further describe how each technique relates to the others and is applied when using

transformational teaching.

Active learning. The use of transformation teaching techniques designed to enhance a

student’s ability to learn school curricula is associated with the active learning teaching

technique (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012).

Active learning emphasizes the teacher’s implementation of student tasks designed to help

students deepen their knowledge of a particular subject by having the students engage in the

learning process (Anthony, 1996; Beauchamp et al., 2011; Bromley, 2013; Goffin & Tull, 1985;

Edwards, 2015; Slavich & Zimbardo, 2012). Active learning involves both collaborative and

individual student activities. For instance, having individual students complete personal journals

on their own respective thoughts on a subject is an individual active learning activity. Equally,

having a paired or grouped discussion about each student’s journal is also an active learning

activity (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012).

Another approach to active learning is using problem-based situations that involve the

student in the process of exploring and understanding a given subject (Beauchamp et al., 2011;

Kumi-Yeboah & James, 2012). In this approach, a teacher provides the class with a problem

associated with a historical moment in history, and students engages in discovery, research, and

attempts to solve the problem. Often, the teacher frames such activities for the students to work

in groups or pairs. Such group work helps students become aware of working with different

people, and solving larger problems using different students’ abilities and efforts (Anthony,

1996; Beauchamp et al., 2011; Bromley, 2013; Goffin & Tull, 1985; Edwards, 2015). The

teacher models these student activities, and facilitates these activities such that the students are at

the center of the learning process (Anthony, 1996).

Importantly, teachers must also help and support their students during these active

learning processes (Slavich & Zimbardo, 2012). Students who engage in active learning

activities often struggle with their approaches to new ways of thinking, development of problem-

solving, and the actual challenges of engagement in the active learning process (Bromley, 2013).

It is paramount that the teacher creates an environment where individual ideas, mistakes, and

student challenges are accepted as the norm for the classroom environment (Slavich &

Zimbardo, 2012). Likewise, transformational teaching processes foster an atmosphere in which

students should feel safe when attempting to understand and respond to the teacher and course

material. Feeling safe to explore and make mistakes allows students to become seekers of new

knowledge and developers of how such knowledge is relevant to the students and society

(Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012).

Additionally, student challenges incorporate the struggles students experience as they

practice the active learning processes (Kumi-Yeboah & James, 2012). Moreover, as students

experience challenge, they are encouraged to think critically about their learning experiences and

share ideas, problem-solving attempts, and personal understanding of what and how they learn

(Beauchamp et al., 2011; Kumi-Yeboah & James, 2012). These shared experiences allow and

help students socialize in an academic setting, and possibly develop new understandings and

approaches to the subject matter.

Relative to transformational teaching, active learning experiences in the classroom help

promote student growth beyond the receipt and memorization of teacher-presented material.

Such viewpoints and actions are intentionally collaborative, to help students increase their

acceptance of other people’s ideas and experiences. Moreover, transformational teachers use

active learning as a tool to help students develop internal motivation to work with others to solve

complex problems (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo,

2012).

Thus, active learning is one technique that transformational teachers and many other

teachers use in the classroom to help students develop as whole persons who move beyond rote

memorization and traditional classroom teaching and learning practices. Active learning also

incorporates the teacher’s commitment to and active participation in individual students’ learning

and growth (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012).

The next section presents review of personalized attention and student feedback as an attribute of

transformational teaching, another interconnected, essential element of transformational teaching

practice.

Personalized attention and feedback. Providing personalizing attention and feedback

for students is a difficult task for teachers because of the time associated with discovering and

learning about individual students’ abilities and current understandings, and how their personal

experiences impact each student (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich

& Zimbardo, 2012). Yet, personalizing attention and feedback for students provide students with

genuine approaches to each student’s own learning (Beauchamp et al., 2011).

The importance of this transformational teaching technique is that it focuses on the

individual student’s needs, as opposed to the needs of the teacher or the needs of the dominant

society (Slavich & Zimbardo, 2012). Personalizing attention and feedback also helps to close the

achievement gap by helping a wide range of students with different learning abilities, goals,

experiences, and beliefs by expanding each student’s experiences to ultimately grasp or master

curricula (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012).

Further, teachers providing personized attention and feedback help students become capable to

understand how they think and learn from engagement in classroom activities such as discourse,

reflection, and problem-based learning activities.

Individualized student attention from the teacher also encourages the student’s

development of self-efficacy by showing each student that their own individual beliefs and

experiences are valid in the general contexts of society, school culture, and the classroom

community (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012). As well, feedback from the

teacher, and possibly from other students, helps develop students ‘growth and understanding of

their own learning processes, and their attempts at mastering the subject matter presented by the

teacher. Additionally, teacher feedback promotes a collaborative learning environment as the

teacher and student engage in the student’s development of ideas and core academic content,

thus supporting the transformation of the student’s framework of knowledge and understanding

(Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012).

Personalized attention and feedback require the teacher to gather information about each

student’s experiences in and out the classroom so that the teacher can provide each student with

meaningful guidance specifically suited for each individual student (Beauchamp et al., 2011;

Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012). The process of personalized attention

and feedback is a transformational process as teacher and student adapt to new experiences,

learned knowledge of both the student and teacher, and new learning outcomes (Beauchamp et

al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012). The next section presents

review of the impact of teacher behavior related to helping students transform their learning,

growth and development, and attempts at mastering the subject matter presented by the teacher.

Teacher behavior. One goal of teachers being aware of their practices is understanding

the variables that impact student success. For example, when a teacher considers what

environmental influences and obstacles affect student motivation, then the teacher can adapt, use,

or design classroom management techniques, pedagogy, and curriculum to help the student

overcome these obstacles (Noland & Richards, 2015; Slavich & Zimbardo, 2012). In this

framework of understanding the effects of environmental variables, the teachers’ awareness of

their teaching practices considers the students’ well-being and learning (Noland & Richards,

2015; Slavich & Zimbardo, 2012). Transformational teaching’s main goal is to help students

grow (Slavich & Zimbardo, 2012; Taylor, 2017).

Relative to student motivation, the framework of transformational teaching embraces a

number of teachers’ behavioral qualities. For example, researchers have explored the specific

aspects of teaching practice that have a negative or positive impact on student success. One such

aspect is the teacher’s classroom behavior as seen by the students. Here, Gershenson (2016), and

Huang and Lin (2014), argued that the teacher behaviors of charisma, and the teacher’s belief in

learning about the student, and the belief in the growth of the student as a whole person are relate

to student success.

In the framework of transformational teaching and teacher awareness, it is essential that

teachers have emotional awareness and be cognizant of how these behaviors influence student

motivation and success. In contrast, the teacher’s impact on student motivation and success is

arguably individualized in each student’s experiences, and outlook (Gershenson, 2016; Huang &

Lin, 2014). In addition, one teacher’s behavior might be accepted in one classroom, and another

teacher’s behavior might have negative effects on student success in another classroom

environment (Gershenson, 2016; Huang & Lin, 2014; Jeffrey, Auger, & Pepperell, 2013;

Schonert-Reichl, 2017).

One example of a behavior applied in the framework of transformational teaching is how

charisma is used and applied by the teacher in the classroom (Huang & Lin, 2014). Charisma is

operationalized as a characteristic or behavior that the teacher employs in the classroom to

promote a positive social climate and classroom community (Huang & Lin, 2014). Charisma is

also seen as a behavioral tool that teachers may use to promote excitement about or interest in an

organizational cause (Shanker & Sayeed, 2012). For example, a charismatic school principal

might help energize the school teacher into accepting a new type of teaching model. The

classroom teacher may use charismatic behavior in practice to bring excitement about learning,

interest in a particular subject, and/or development of a positive classroom community (Huang &

Lin, 2014; Shanker & Sayeed, 2012). In the framework of the transformational teaching, these

behaviors may also provide significance to the learning process for the student (Huang & Lin,

2014).

Additionally, teacher behavior when associated with transformational teaching theory

suggests that teachers become aware of student needs, and the environmental influences that

impact student learning (Feuerborn & Chinn, 2012; Ketelaar, Beijaard, Den Brok, & Boshuizen,

2013; Shogren, Plotner, Palmer, Wehmeyer & Paek, 2014). When teachers used pedagogic

strategies and curricula that helped students understand their needs and environmental

influences, students can use this knowledge as scaffolding for learning (Moustafa et al., 2013).

Here, the transformational teacher’s behavior indicates the desire to help students discover,

grow, and learn in the framework of the transformational teaching theory (Day et al., 2016;

Pounder, 2014).

The teacher’s experimentation with different teaching behaviors determines teaching

style, and the teacher’s behavior becomes the model that is used in the classroom (Day et al.,

2016). These behaviors form and define the individual teacher’s professional practice (Ketelaar

et al., 2013). The teacher adapts transformational teaching into practice, as the teacher

conceptualizes, defines, and uses transformational teaching practices to help students understand

their processes for learning.

Teacher behavior is critical to transformational teaching practice and student success

(Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012). The

teacher’s behavior is a key element in transformational teaching practice, modeling to provide

examples for students learning, and promoting student motivation (Feuerborn & Chinn, 2012;

Ketelaar et al., 2013; Shogren et al., 2014). The next section presents review of student

environmental factors, indicating the importance of teachers’ and school communities’

acknowledgement and understanding how the student various environmental stressors impact

students.

Students’ Environmental Factors

Researchers have concluded that the teacher’s understanding of the student’s

environment and how the environment impacts learning further develops the teacher’s

professional practice (Braun-Wanke et al., 2015). The student’s environment is operationalized

as what each student experiences or perceives in their lives. Often, the environmental factors the

student experiences have a negative impact on the student’s ability to learn and perform (Braun-

Wanke et al., 2015). Transformational teachers should understand each student’s environmental

factors to help individualize transformational teaching techniques to better serve each student.

The following subsections provide review of literature on how the factors of fear, violence,

immigration, socioeconomics, and toxic stress impact student learning and performance.

Fear. One environmental factor that impacts student learning is fear (Raver & Blair,

2016). For example, when a child experiences fear in the early stages of development, these

experiences of fear reshape the child’s development and learning (Raver & Blair, 2016). Fear

decreases the student’s ability to learn and to perform the complex tasks necessary for

constructivist learning to take place (Dupéré et al., 2012; Fosnot, 2013).

Similarly, the student’s community might be a valid source of fear. For example,

socioeconomically distressed students might experience fear because of neighborhood violence;

the influences of gang culture, school culture, and bullying; and/or parental and sibling-enacted

violence (Dupéré et al., 2012; Fram & Dickmann, 2012). These environmental experiences

associated with fear comprise just one outside influence that impacts student learning and

production. To help students within the model of transformational teaching, the teacher seeks

better understanding of the student’s environment and thus each individual’s learning needs and

stages of child development.

As compared with younger students, older students experience fear at a much higher rate

because of their environmental experiences (Kushnir & Sadeh, 2010). As with fear experienced

in early childhood, older students’ daily interactions with fear lead to lower levels of

memorization and substandard performance levels, as compared with students experiencing

fewer instances of fear (Kushnir & Sadeh, 2010). Researchers have also reported that

nondiagnosed fear has a significant impact on student behavior and academic success (Kushnir

& Sadeh, 2010). In another study, Barrett, Jennings, and Lynch (2012) reported that the

connection between students’ experiences of daily and environmental fears have a significant

impact on their individual performance. These findings are important to the development and

application of a teacher’s practice because over half of all students report daily experiences of

fear (Barrett et al., 2012; Kushnir & Sadeh, 2010). The connection between transformational

teaching and student fear is that the transformational teacher seeks understanding of how each

student experiences fear, and how these experiences impact learning and performance.

Moreover, understanding of the effects of students’ fear further assists teachers in designing

differentiated instruction for individuals and groups of students to provide meaningful learning

experiences.

The impact of fear differs between male and female students. Female students have

reported a higher level of fear associated with daily life than male students (Kushnir & Sadeh,

2010). Often, as girls grow older and experience the environment, fear can have larger negative

effects than the average effects on boys (Kushnir & Sadeh, 2010). Such research did not include

clinically diagnosed mental illnesses associated with symptoms of fear, nor social disorders. In

this review of literature, fear is related to community crime, sexual crime, and overall

victimization, which includes oppression as well as abuse by a family member or partner (Barrett

et al., 2012).

Violence. An additional factor that negatively impacts learning and memory function and

causes behavior changes is the violence youth experience from an intimate partner. Although

reported largely by female students, this type of victimization takes place with across gender, in

research of the at-risk student community (Patton, Hong, Williams, & Allen-Meares, 2013). This

type of violence can take place across a wide range of student age groups and is not associated

only with high-school-aged students (Petering et al., 2014). Furthermore, this type of violence,

along with other violence such as bullying, also produces PTSD, anxiety, depression, drug use,

negative efficacy, and other negative mental conditions that affect student performance (Patton et

al., 2013; Petering et al., 2014).

Patton et al. (2013) examined the impact of violence on female African American

students and reported that bullying was a problem within the students’ environment as opposed

to a localized school-relating problem. The study revealed that the students’ environment could

also negatively influence the students’ funds of knowledge. Moreover, female African American

students reported higher levels of victimization than students of other ethnicities (Patton et al.,

2013).

Immigration. Another experience of fear associated with student performance relates to

the environmental experience of the newcomer, and immigrant student (Patel, Barrera,

Strambler, Muñoz, & Macciomei, 2016; Patton et al., 2012). For example, many immigrant and

newcomer students experience a vast range of environmental fears that lead to an achievement

gap when compared to students in the dominant society (Patel et al., 2016). The fear that the

immigrant and other newcomer students experience is often associated with economic status,

community circumstances, crime, general victimization, and cultural and language barriers

(Dupéré et al., 2012; Patel et al., 2016). In general, Latino immigrant students have been shown

to have a lower level of self-efficacy and lower achievement scores than other students, because

of fear related to the Latino immigrant environment (Dupéré et al., 2012; Patel et al., 2016).

Thus, understanding about each student’s background further helps the transformational teacher

understand how such experiences affect immigrant students, and how to design and use

pedagogy and curricula to help students meet standards.

Socioeconomics. Also related to the effects of student fear on student performance levels,

socioeconomics affects a diverse population of students in a negative manner. For example,

African American students who were socioeconomically distressed reported lower levels of self-

efficacy, academic achievement, and success because of environmental stressors (Patton et al.,

2012). Moreover, community violence often associated with socioeconomically distressed urban

and rural areas negatively impacted students’ self-esteem and school performance levels, which

in turn affected their mental and behavioral health (Ahn & Rodkin, 2014; Patton et al., 2012).

The behavioral changes for such students have included higher levels of depression, PTSD, and

anxiety than other students who had not experienced higher levels of environmental violence

(Jeffrey et al., 2013; Kushnir & Sadeh, 2010; Patton et al., 2012; Petering et al., 2014). The

impacts of these conditions related directly to lower levels of school achievement, memory

function, and learning (Kushnir & Sadeh, 2010; Raver & Blair, 2016). Raver and Blair (2016)

studied rural, rather than urban, youth and found similar experiences; the rural students who

experienced adverse conditions also showed that academic performance was impeded by fear

associated with community or home violence, regardless of community population levels and

location of students.

Toxic stress. Researchers have also addressed the increasing need for teachers to adjust

their practices to the changing conditions of more students experiencing toxic stress (Shonkoff et

al., 2012; Sousa et al., 2018). For example, the majority of the student population has

experienced some form of toxic stress, and because of this phenomenon, teachers must adjust

traditional teaching practices to meet the needs of current students (Shonkoff et al., 2012).

Students living in socioeconomically distressed environments are negatively affected by

prolonged stress (Shonkoff et al., 2012; Sousa et al., 2018). Researchers have also concluded that

students who do not experience poverty may also suffer from high levels of toxic stress due their

own unique experiences, such as those related to violence, drug use, verbal abuse, bullying,

parent alcohol abuse, divorce, and all forms of sexual violence (Shonkoff et al., 2012; Sousa et

al., 2018).

Notably, 70% of the U.S. student population suffers from some form of toxic stress

(Sousa et al., 2018). Further, socioeconomically distressed students suffer toxic stress from

multiple experiences such as those associated with violence, child abuse, household alcohol

abuse, household mental illness, poverty, incarcerated parents, and foster placement experiences

(Shonkoff et al., 2012; Sousa et al., 2018). Students who experience toxic stress are more likely

to have poor health, impaired memory function, impaired learning ability, and behavioral

problems that impair quality of life and future success (Kushnir & Sadeh, 2010; Jeffrey et al.,

2013; Patton et al., 2012; Petering et al., 2014; Shonkoff et al., 2012).

Summary on Environmental Factors

Environmental factors have significant impact on the student’s ability to learn and

perform, although, each student experiences these environmental factors individually, and

exclusively within their own respective experiences (Kushnir & Sadeh, 2010; Jeffrey et al., 2013;

Patton et al., 2012; Petering et al., 2014; Shonkoff et al., 2012). Understanding how the

environment influences each student’s abilities to learn and perform requires the

transformational teacher to take interest in students’ lives, and to take the time to learn about

each student’s own environment and its intersection with the environment of the school and

classroom. Likewise, the teacher’s efforts to seek to understand students’ environmental factors

are efforts to serve the student and to help each student transform their understanding of the

world around them and become successful (Beauchamp et al., 2011; Kumi-Yeboah & James,

2012; Slavich & Zimbardo, 2012). In the framework of transformational teaching, these efforts

and student successes are also individualized.

Review of Methodological Issues

The majority of research reviewed in this chapter employed quantitative representations

of data analysis from large study samples (e.g., new data providing generalized representations

of an accessible population). These studies did not provide a deep understanding of the

individual teacher or student experience. However, the researchers’ premises for use of

quantitative research also supported their recommendations and motivation for further research

using qualitative methodology to gain further understanding of the phenomenon (Braun-Wanke

et al., 2015; Day et al., 2016).

For this dissertation research, accessing and reviewing a substantial body of quantitative

literature provided a foundational understanding of the problem and phenomenon of adapting

and using transformational teaching techniques for children, because of these quantitative

researchers’ ability to provide broad generalizations. Nonetheless, transformational teaching

theory and the problem of student success are difficult to quantify if the goal is deep

understanding of students’ individual circumstances and the how their teachers interact within

the context of the students’ individual and collective experiences. Moreover, it is the teachers’

own perceptions and experiences that best define transformational teaching practices (Boyd,

2009).

The goal of reviewing the quantitative literature informing this case study was to provide

meaning and insight to the significance associated with the multiple variables that impact student

learning and success. The extant literature provided specific identifiers as to how particular

variables influence student learning and success, but did not provide the richer context of the

independent experiences of teachers using transformational teaching techniques that a case study

would provide.

In conducting this review of literature, I found that very few researchers provided a deep

interpretation of both the teachers’ and students’ experiences associated with the

transformational teaching practice. For example, quantitative studies provided a correlation

between how professional teacher relationships and teacher behavior provided for student

success (Ahn & Rodkin, 2014; Bolkan & Goodboy, 2014). In contrast, qualitative studies

provided the motivation to learn more about the phenomenon of transformational teaching by

revealing the practitioners’ stories of successful teaching practices, whether the teachers labeled

themselves as transformational or simply teacher (Boyd, 2009; Clement et al., 2015).

Additionally, transformational teaching theory, in this case study, related directly to

improving a student problem. The student problem is often associated with the effects of toxic

stress, the student’s environment, and how the student experiences the environment. However,

quantitative studies reviewed did not significantly associate toxic stress as a problem that

transformational teachers knew how to identify and incorporate into their transformational

teaching practice. Likewise, specific studies identified individual student problems such as

poverty, gang violence, partner abuse in the student’s home, racism, bilingualism, immigration,

and exposure to violence as a contributing factor in determining student failure (Barrett et al.,

2012; Dupéré et al., 2012; Fosnot, 2013; Fram & Dickmann, 2012; Sadeh, 2009; Raver & Blair,

2016). The transformational teaching process should include deep, rich understanding of the

teacher-student relationship, and development of perceptions of how the individual student can

and will succeed (Berkowitz et al., 2017; Clement et al., 2015; Dagar & Yadav, 2016; Dupéré et

al., 2012; Fernando & Marikar, 2017; Patton et al., 2012; Raver & Blair, 2016; Sousa et al.,

2018; Yoshikawa et al., 2012).

Synthesis of Research Findings

Transformational teaching is a framework of pedagogic and andragogic approaches

dedicated to helping develop and include students in the process of becoming successful inside

and outside the classroom (Boyd, 2009; Braun-Wanke et al., 2015; Day et al., 2016; Judge &

Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich &

Zimbardo, 2012; Taylor, 2017). The main goal of transformational teaching theory is to represent

how the teacher and student work together to establish educational and life goals, and achieve

success (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014;

Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012; Taylor, 2017).

Additionally, the transformational teacher establishes and uses different actions and

behaviors that promote a type of transformation for the student, which transformation is based on

improving the student’s overall situation (Braun-Wanke et al., 2015; Day et al., 2016; Judge &

Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich &

Zimbardo, 2012; Taylor, 2017). Researchers have concluded that each student’s situation is

based predominantly on the student’s established perceptions about the world around them, and

how the student’s perceptions often lead to limitations in how the student views his or her own

ability to achieve success (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004;

Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012;

Taylor, 2017).

Accordingly, the transformational teacher attempts to establish a professional relationship

with the student to gain a deeper understanding of the student’s prior knowledge, funds of

knowledge, and overall background (Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al.,

2014; Slavich & Zimbardo, 2012; Taylor, 2017). The transformational teacher then gathers this

information from the student and begins to examine the student’s perceptions about the world,

and how the ways in which the student interacts within this world may have placed limitations on

the student’s success. The student’s limitations are often based on the student’s environment and

experiences within that environment (Berkowitz et al., 2017; Clement et al., 2015; Dagar &

Yadav, 2016; Dupéré et al., 2012; Fernando & Marikar, 2017; Ormrod, 2011; Patton et al., 2012;

Raver & Blair, 2016; Sousa et al., 2018; Yoshikawa et al., 2012). Equally, the students’

respective perceptions of their world and their own particular success are highly influenced by

their individual environments. Such environments are the established and changing sociological

actions that take place as each student interacts within his or her respective setting (Berkowitz et

al., 2017; Clement et al., 2015; Dagar & Yadav, 2016; Dupéré et al., 2012; Fernando & Marikar,

2017; Ormrod, 2011; Patton et al., 2012; Raver & Blair, 2016; Sousa et al., 2018; Yoshikawa et

al., 2012).

Both qualitative and quantitative researchers have reported that the implications of the

negative student environments are strongly linked to students’ experiencing toxic stress

(Berkowitz et al., 2017; Clement et al., 2015; Dagar & Yadav, 2016; Dupéré et al., 2012;

Fernando & Marikar, 2017; Patton et al., 2012; Raver & Blair, 2016; Sousa et al., 2018;

Yoshikawa et al., 2012). The toxic stress that students experience result in generalized

impairment of high level performance, low self-efficacy, negative outlook, negative student

behaviors, and an overall inability to learn complex and deep learning tasks, as compared to

students who have not experienced toxic stress (Berkowitz et al., 2017; Clement et al., 2015;

Dagar & Yadav, 2016; Dupéré et al., 2012; Fernando & Marikar, 2017; Patton et al., 2012; Raver

& Blair, 2016; Sousa et al., 2018; Yoshikawa et al., 2012).

Conclusively, the transformational teacher must genuinely care for the individual student,

and dedicate and create teaching practices tailored to the individual student’s needs, and framed

by the philosophy that the student is in a transformational process that moves toward the

student’s overall success (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004;

Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012;

Taylor, 2017).

Critique of Previous Research

This review of the research literature evidences supports transformational teaching theory

as a teaching methodology that serves a diverse student population (Noland & Richards, 2015;

Shatzer et al., 2014; Slavich & Zimbardo, 2012). When practiced, transformational teaching’s

purpose is to support students in a way that provides students with a collective means of

achieving success (Noland & Richards, 2015; Shatzer et al., 2014; Slavich & Zimbardo, 2012).

Additionally, students take part in the process of their success as they experience education

(Noland & Richards, 2015; Shatzer et al., 2014; Slavich & Zimbardo, 2012). However, there is a

limitation in the literature as to how students might gain understanding of their own

environment, and how such environments will impact their individual learning and achievement

of goals for success (Shonkoff et al., 2012; Sousa et al., 2018).

The literature explains why transformational teaching practice is important to students

and teachers (Noland & Richards, 2015; Shatzer et al., 2014; Slavich & Zimbardo, 2012). For

example, the transformational teacher is a teacher who considers and designs pedagogy

specifically to help each student move from surface learning to practicing learning that is

designed for deeper understanding of core subjects, and how these subjects relate to the world

around them (Noland & Richards, 2015; Shatzer et al., 2014; Slavich & Zimbardo, 2012). In

contrast, the literature is limited in representing the students’ viewpoints on and experiences with

the transformational teaching process, and the goals of transformational teaching. For example,

the teacher might create a specific pedagogic approach for a specific student, but research has yet

to examine how the student intersects with this approach or how the student understands the

specific experience that the teacher designed for the student (Noland & Richards, 2015; Shatzer

et al., 2014; Slavich & Zimbardo, 2012).

Moreover, researchers have examined the transformational teacher and student as a team

that is both motivated and aware of the student’s need to succeed (Noland & Richards, 2015;

Shatzer et al., 2014; Slavich & Zimbardo, 2012). The teacher and student work together to create

a plan of practice to help the student achieve success or improvement in the student’s current

academic, and possibly environmental, situation (Day et al., 2016; Gershenson, 2016; Huang &

Lin, 2014). Although the behavior of the teacher has been examined to show impacts in student

achievement student behavior does not appear as an influencer of how the transformational

teaching practice is seen as being successful (Day et al., 2016; Gershenson, 2016; Huang & Lin,

2014). For example, the connection of student behavior, the student environment, and the

framework in which the transformational teacher applies teaching practices is separated by the

category of transformational teaching and how toxic stress influences student learning, even

though it seems that transformational teaching and the suffering student are match for what

transformational teaching represents (Braun-Wanke et al., 2015; Raver & Blair, 2016).

Chapter 2 Summary

The first section of this literature review introduced transformational teaching theory and

its empathetic outlook on students’ academic success and experience within society. Moreover,

the literature review established the transformational teacher’s practice and general framework

for providing transformation of the student. This literature review further established the need for

teacher and student to recognize how the world around the students influences students’ attempts

at and outlook on academic and societal success. The transformational teacher then creates a

teaching practice based on individual and classroom community needs. Transformational

teaching practice also focuses on the student’s environment, background, funds of knowledge,

and how the understanding of the whole student construct immediate and long-term meaning for

the student (Beauchamp et al., 2011; Kumi-Yeboah & James, 2012; Slavich & Zimbardo, 2012).

In the conceptual framework section of this literature review, I established how the theory

of constructivism informs understanding of students’ learning and perceptions of the world

around them, and that the teacher must understand constructivist learning theory to begin to

know the individual student. I further established that in knowing each student, the teacher learns

and gains a realistic understanding of students’ lives, and how students view their own ability to

achieve success.

This review revealed a deeper understanding of and connection to how students’

experiences of environmental stress relate directly to student outcomes, success, and cognation

of the student’s place in life, but the process of review did not directly associate environmental

influences of the student to transformational teaching. Furthermore, review of transformational

teaching literature indicated this teaching theory is a theoretical perspective that is modified and

transformed as the teacher gains more experience with successful practices, and is able to more

readily identify the changing individual problems that exist in the student population. Finally, at

the time of the review of literature, there was little research that supported a direct relationship of

transformational teaching practices for primary school students.

Chapter 3: Methodology

In this study, I utilized a multiple case study to provide an in-depth examination of

transformational teaching as a pedagogic practice for the primary school teacher. In this multiple

case study, transformational teaching theory was examined to develop further revelation of the

problems associated with teaching in a high-needs environment. These problems were directly

associated with transformational teaching theory, and how this theory applies to teaching and

leading a classroom. Furthermore, in this multiple case study, the phenomenon of the student’s

funds of knowledge was known as the blueprint that the classroom teacher uses in the

transformational teaching process to help students develop, meet standards, and become viable

assets in a global workplace (Slavich & Zimbardo, 2012; Taylor, 2017).

The qualitative case study for this research proposal was used as a means to gain a deeper

understanding of transformational teaching for the purpose of serving students. This case study

further examined and related the social constructivism theoretical framework, which values the

experiences and environment of the student (Hyett, Kenny, & Dickson-Swift, 2014). Moreover, I

designed the research to provide comprehensibility to the importance of using the tools of

transformational teaching as means to serve and help students succeed. Two research questions

were used to guide this study:

1. How do primary school teachers utilize transformational teaching as a teaching

methodology for helping students?

2. What new knowledge has been discovered by the teachers who use transformational

teaching as a means of pedagogy?

Purpose and Design of the Study

This multiple case study was applied to understand the unique personal experiences of

transformational teachers, to further explore the phenomenon, and/or answer questions of how

the related theory is relevant for society (Merriam, 1998; Stake, 1995). For example, a qualitative

case study’s goal is to provide a detailed description of actual events as they took place; this

detailed account of the phenomenon provides the basis of understanding the actual case (Eisner,

2017). This is important because the cases in this study provided data for analysis through the

development of themes or categories of topics for further exploration (Creswell, 2013).

Moreover, the discovery of themes from the cases provided connections to the phenomenon and

informed the research problem and possible solutions to the problem as related to development

of the practice of education (Ary, Jacobs, Irvine, & Walker, 2018).

The case study methodology used in this study provided insight into the process and

discovery of how the phenomenon helped students become advanced learners, and how teachers

are leaders when practicing education. Likewise, I used this case study to examine the problems

associated both with teaching and learning as both impact the student and teacher. Because it is

imperative to discover improvement in education, the qualitative research approach gives

descriptive meaning to the phenomenon as it occurs without applying specific variables that

might determine an outcome (Merriam, 1998).

This multiple case study focuses on the problems of students who live in

socioeconomically distressed communities, and how transformational teaching addresses these

problems. Further, this multiple case study addresses the study’s assumptions—the assumptions

of the research population—and provide possible new approaches for pedagogic practice as a

transformational teacher. This multiple case study also helped develop new approaches to

pedagogic practices and teacher frameworks by examining the study’s results in comparison to

the limitations of extant literature, and by specifying implications of the study and

recommendations for theory, practice, and future research.

Data collected for this case study were from teacher interviews, teacher observations, and

field notes. The interview data were used to help define and describe the participants’

transformational teaching experiences related to each research subject. Additionally, classroom

observations were collected to analyze teacher behavior and actions, and field notes were used to

track the process. This study may help to inform the importance of the teacher’s and students’

experiences and provide meaning to transformational teaching theory when used in the

classroom.

Research Population and Sampling Method

The research population for this multiple case study is defined as teachers who work in a

socioeconomically distressed urban elementary school district in California. The majority of

teachers worked in the urban school district lived outside the community. The prospective

research participants were 10 veteran teachers and two teachers who were in their second year of

teaching practice. All teachers passed the required testing for teaching in the state of California.

Teachers in this school district were all aware of the student demographics and the implications

of the students’ environment on learning and success. Each teacher was also trained to provide

additional and individualized teaching instruction to students who speak a primary language

other than English. Additionally, teachers in this school district were trained regarding the

diversity of the student population’s learning needs, sexual orientation or identity, and

differences in family structure. For example, students in this school district lived in foster homes,

and have parents who were incarcerated.

For this multiple case study, I used a purposive method of sampling that supported the

process of gaining greater insight into transformational teaching theory (Merriam, 1991).

Purposive method is defined as providing criteria for studying a particular phenomenon and

establishing what sample will provide the best information (Merriam, 1991). For example, the

goal of the qualitative case study was the discovery and deeper knowledge of the phenomena,

which helps develop the theory (Merriam, 1991). Moreover, the criteria for organizing the

sampling method established what was analyzed and how these attributes related to the case

study. This study’s sample comprised 12 teachers located at the school. I studied 10 veteran

teachers and two second-year teachers that provided the best possible examination of personal

insight into the transformational teaching theory. The goal of analyzing the perspectives of 12

teachers helped establish what attributes of transformational teaching the teachers have

common—themes that are directly related to the pedagogic practice of the teacher. The rationale

for the 12 teachers allowed for greater insight as of how veteran and new teachers experience the

phenomenon. The purpose was to gain an advanced understanding of transformational teaching

theory (Merriam, 1991).

Instrumentation

The purpose of using multiple instruments was to support emerging themes and the

creation of themes. This triangulation of evidence helped bring validation to the recorded events

and theory building of the transformational teaching process. The next section discusses how

semistructured interviews, observations and field notes were used as the means to support

emerging and the creation of themes for this study.

Semistructured Interview

The semistructured interview instrument’s purpose was to elicit a deep and divergent

explanation of each teacher interviewed, and each teacher’s interpretation of the environment, as

opposed to a structured interview to obtain particular information about a specific cause and

effect (Merriam, 1991). Furthermore, the semistructured interview provided the information that

is necessary to discover possible themes, and relationships of teacher experiences while

participating in the transformational teaching process (Merriam, 1991). The semistructured

interview process also allowed for further understanding of how the events took place, and how

transformational teaching is used as a means to help students. Additionally, the interview

instrument was designed to reveal the teachers’ knowledge about transformational teaching, and

their own recommendations to possibly improve teaching practices (see Appendix A).

Observations

Observations of the school site classroom took place to determine how the phenomenon

is taking place, and interactions within the classroom environment (Creswell, 2013). Formal

observation also took place to gather further information from the participating teachers. For

example, I conducted unstructured observations of the teachers at different predetermine times.

During all observation periods, field notes described critically the actions taking place from the

sample. Moreover, the observations of the actions and behaviors of the sample determined as

these events are understood as being connected with transformational teaching.

The observations were conducted to show the setting of the classroom, and how the

participants interacted within the setting of the classroom. Additionally, the observations were

conducted to reveal the participants’ behaviors, actions, and verbal, and nonverbal

communications (see Appendix B). Equally, the observations were conducted to further

understand the teaching techniques to possibly reveal similarities or difference in teaching

practices from the participants (see Appendix C).

Field Notes

I utilized field notes to provide the description from the different observations and

semistructured interviews that occur with the multiple case study participants (Creswell, 2013).

The field notes provided descriptions of the setting, participant actions and behaviors, and

comments from the participants. Moreover, the field notes provided the data that were analyzed

and associated with the experiences of transformational teaching (Merriam, 1991; Creswell,

2013).

Data Collection

Data collection took place with the approval of the Concordia University–Portland

Institutional Review Board, and approval from the participant school district. Additionally, the

data were collected with written approval from all participants. I provided each participant with

an explanation of the purpose of the study, and the benefits and possible damage that might

occur from the study.

Semistructured Interviews

I conducted interviews with each of the 12 elementary school teachers at the school site

and in the teacher’s classrooms. I interviewed the teachers near the middle of the second

semester of the school year to establish a foundation for their individual teaching experiences.

One additional interview question was asked after the initial 12 questions were asked. The goal

of this interview structure was to allow for development of new information and an exchange of

knowledge (Mertler, 2014). Specifically, interviews took place at a time when the teacher had

experienced teaching in the school year (second semester) for the purpose of learning any

changes in teacher experience or beliefs.

Initially, I asked each teacher a set of structured questions that identified years of service,

education background, cultural and racial background, and prior experiences, and knowledge of

the student’s funds of knowledge. Next, open-ended interview questions focused on the

respondent’s beliefs, feeling, understanding of the phenomenon, and present teaching

experiences that are related to teaching and transformational leadership. The goal of this

interview structure allowed the participants the freedom to explain how they viewed and

interacted within the phenomenon (Merriam, 1991; Mertler, 2014). I completed the interviews at

a California elementary school district that served approximately 13,000 students; approximately

10,500 students in the district received free and reduced-priced meals. I recorded the interview

sessions with an electronic voice recorder, taking field notes, and each interview lasted between

45 and 120 minutes.

Observations

I observed each of the teachers one time during the first 2018–2019 school year.

Unstructured observations took place in the participating teachers’ classroom during the

beginning of class until the lunch break for no more than two hours. The reason for this time

frame is that special needs students attend the first portion of the school day in the general

classroom, and because the homeroom students moved to different classrooms after lunch. The

observations took place during the following month after the initial interviews were conducted. I

utilized an observation check to guide each observation to record the time, location, teacher, and

classroom environment (see Appendix B).

To help organize the collection of data collected for this multiple case study, Merriam

(1991) recommends the use of critical elements when conducting observations. For example,

Merriam (1991) suggested, the first critical element when conducting observations is to describe

the setting and how the setting affects behavior. Next, the observer should describe the

participants that are in the setting, and the participant’s position and role. Then the observers will

describe the activities and interactions of the participants. Next, the observer describes the

frequency and duration the observations and look for themes of occurrences. Finally, the

observer will describe the subtle factors that are symbolic, nonverbal, and nonoccurrence’s of

implied actions.

Field Notes

Field notes were taken to record the experiences and actions that was provided from the

teacher interviews and from the observations of teachers. During the observation period, I

structured the field notes to allow for recoding of observation number, time period and date.

Next, the field notes were divided into two side-by-side sections, which I recorded the

observation in one section and my notes in the next section. The advantage of using this format

allowed me to record my thoughts as events took place or directly after the observation took

place (Merriam, 1991; Mertler, 2014). Moreover, the field notes provided me with the ability to

record thoughts, ideas, and impressions of the teachers’ responses, behaviors and actions, which

helped form a deeper understanding of the phenomena, the discovery of emerging patters, and

created pathways to collect more information that will helped build the transformational teaching

theory (Merriam, 1991; Mertler, 2014). Additionally, I used field notes as a means to triangulate

the evidence that is presented in this study.

Identification of Attributes

Attributes help frame a study and help provide a guide as to how data were being

understood in relation to the research (Merriam, 1991). The attributes that helped shape this

study were related to the research questions. Moreover, the teacher experiences, teacher actions,

use of pedagogy, and the teachers understanding of the students’ funds of knowledge,

socioeconomic status, and environment, framed how the study was to focus on contributing to

transformation teaching practices. The teachers’ practice and the influence of the student’s

environment on the students’ ability to learn created the guide for the study. The intention of

analyzing these attributes was to gain further understanding of the teacher’s ability to help

students progress and learn in challenging environments by using the transformational teaching

theory (Fullan, 2011).

The teachers in the socioeconomically distressed urban school district were the focus of

the study. The teachers shared their experiences of their classroom teaching practices and how

this is connected to the theory. Each of the teachers in this multiple case study intention was to

elevate their students’ ability to learn and find success and challenge the status quo of their

environment. However, the teachers did not label their teaching experiences within the

transformational teaching theory framework. The purpose of exploring the teachers’ experiences

and the attributes was to build on transformational teaching theory.

Data Analysis Procedures

Data analysis is the methodical approach to discover meaning from the educational

experiences while they are taking place (Hatch, 2002). Further analysis was provided of data

collected through individual semistructured interviews, classroom observations, and field notes.

To gain new insights and build upon the existing phenomenon of transformational teaching, the

analysis of this study’s qualitative data was framed as a process of discovery, learning, and

theory building in the context of inductive analysis (Creswell, 2013; Hatch, 2002; Thomas,

2003). Inductive analysis coding methodology suggests that the researcher will examine

collected information multiple times to help reveal emerging themes, and development of

possible theories during or after data analysis (Creswell, 2013).

I utilized the inductive analysis coding methodology that helped develop theories from

large amounts of the data that were examined and analyzed multiple times. Moreover, I utilized

the inductive analysis to develop categories and central themes as the analysis took place. A

theme is a label describing the data after it has been analyzed (Hatch, 2002; Saldaña, 2015). For

example, data collected through observations may reveal similar outcomes in teacher behavior;

following critical analysis. I organized such similar data into a theme with a label descriptive of

the events that have took place. The data analysis also explored the possible development of

ideas and discoveries for future consideration (Creswell, 2013; Hatch, 2002). Data analysis and

organization of possible themes enabled discovery of key findings, and presentation of these

discoveries in a manner that identified and reported important findings from this multiple case

study methodology (Creswell, 2013; Hatch, 2002; Saldaña, 2015).

Analysis of Interviews

I used semistructured, open-ended questions as means of capturing and understanding the

phenomenon as experienced by the teacher. The analysis of the teachers’ data presented the

phenomenon as it was experienced by other people. The intention of analysis of the collected

data was to gain better understanding of this multiple case study’s research questions (Creswell,

2013).

The semistructured interviews gathered information from 12 different teachers, and from

the settings in which each teacher worked. The initial interview gathered background

information about each teacher, and their descriptions of their interpretations of the setting.

These semistructured interviews were recorded using a digital recording device. In the data

analysis, each teacher’s experience was examined initially as a singular instance and coded for

organization of the teachers’ information (Hatch, 2002; Saldaña, 2015).

The frameworks of initial and value coding were used as the method of coding data from

the interviews, observations, and field notes. Initial coding is a means of interpretation, and as a

beginning method of data reduction for categorization, much of which is determined by

researcher reflection on the data collected (Hatch, 2002; Saldaña, 2015). In using initial coding, I

used descriptive word codes that categorized the data into meaning units. For example, data were

organized from the 12 participant teachers into a coding matrix of separate sections, and then

place coding words to the right of section (see Appendices D & E). The coding words allowed

me to manually highlight any data that were related to the code word, which then helped

discover patterns, and categorize, define and label the themes. The actual code list was

developed as data were examined. For example, the initial codes included practice, empathy,

teaching, patience, care, and pedagogy.

Value coding is a coding approach that reduces the data collected into what people state

they believe and feel, although the participants’ actions might not mimic what is stated during

interviews and observations (Hatch, 2002; Saldaña, 2015). I used value coding by separating the

teachers’ responses into a matrix and chunking information so that it was possible to understand

the participants’ beliefs, values, and perspectives of the world around them. The value codes I

used were values, beliefs, worldview, background, understanding, outlook, and motivation (see

Appendix E.). I also applied different codes to the data were collected, using reading, reflection,

and the use of cross-analysis to assist in finding similarities and uniqueness in each of the

teachers’ experiences (Hatch, 2002; Saldaña, 2015; see Appendix D).

Analysis of Observations

The data gathered from the 12 teachers’ classroom observations were reduced using the

initial and value coding frameworks. The observations focused on teachers’ behavior and actions

related to classroom instruction techniques. I used initial coding to reduce the large sets of data

to allow for organizations of important aspects of the phenomenon (Hatch, 2002; Saldaña, 2015).

Moreover, the initial coding method created a reflective approach to data analysis as beginning

method of data identification (Hatch, 2002; Saldaña, 2015). Next, I read, reflected upon, and

conducted data analysis to create meaning and organize the process of understanding the value

of, the data collected. For example, the initial coding framework revealed that more data were

needed to support this multiple case study, or that a different coding approach was needed to

organize the data. Similarly, initial and value coding was used as beginning approaches to

organizing the observation data, and the data were cross-examined with data collected from

teacher interviews (see Appendices D and E). For example, I used coding of the observation data

to reveal values or beliefs, and this coded data were examined with the interview data that were

also coded using the value coding framework. This organizational approach revealed how the

phenomenon is actually practiced, and that there are similarities, differences among and/or

discrepancies in the practice of the phenomenon by different teachers.

Analysis of Field Notes

Field notes provided the data collected from teacher interviews and from the teacher

observations. I used field notes as a tool to document ideas, further observations, and personal

reflections from the experiences of the teachers during their interviews and observations.

Additionally, data were separated into sections to code the data as I had with the semistructured

interviews, and observations (see Appendix E). These memos and comments were reduced and

organized using an initial and value coding methodology (see Appendix E). Then after using the

initial and value methodology of coding, I added an additional analytical memo for each code

that represented the data collected from observations. Analytical memo writing is defined as a

procedure of providing a rich description for observed behavior and environments that is

connected to the stages of coding (Hatch, 2002; Saldaña, 2015).

Limitations and Delimitations

External environmental factors and the researcher’s design of the multiple case study

provided limitations and delimitations to this research design. The limitations for this case study

were influenced from external environmental factors such as the size of the study population,

time of observations, and the case study’s setting. The delimitations of this case study were

constrained by my own theoretical viewpoint, the use of research methods, and selection of the

case study’s participants. In the next section, I discuss the limitation of this case study.

Limitations

Generalization. This multiple case study focused on a small population size as compared

to a larger population size of quantitative research designs. For example, the findings of this case

study cannot be applied as a generalization to a population, and the case study phenomenon

might have unique applications to one group of people and setting because of the uniqueness of

the circumstances influencing the observed population. However, these limitations also provided

the in-depth, personal elements, the tacit knowledge of people, and how the phenomenon is

relevant to teaching, and how this ultimately impacts a group of students, which can attribute to

changes in practice for other teachers and administrators (Creswell, 2014).

Time limitations. The time spent at an observable location denotes a source of validity

for a qualitative case study (Merriam, 1991; Creswell, 2014). However, time is limited to that of

the researcher and to that of the participants in the case study. In this instance, it was not possible

to account for long term discoveries that support or contradict the phenomenon. The goal of the

time used as an observer in this multiple case study was to allow the teacher and student to feel

comfortable in their natural setting, and to provide a typical response to the practices of teaching

and learning that is based on their current environment (Merriam, 1991).

Setting. Likewise, the setting of the multiple case study does not represent every

population and school environment. Each school has its own unique situation and own

environmental factors that can influence teaching practices and student outcomes (Merriam,

1991). However, this multiple case study took place at a highly diverse and socioeconomically

destressed school is Southern California. The aim of the study was to provide a better

understanding of how teachers can provide equal education to high needs students. And, the

intention was to develop and further understand how transformational teaching impacts high

needs students.

Delimitations

In comparison to outside sources creating limitations for a case study; delimitations refer

to the boundaries chosen by the researcher in development of the research plan. For example, the

researcher sets these limits by the design and framework that is created for the case study

(Creswell, 2014). In this multiple case study the delimitations were connected to the limitations,

and this includes the cases study theoretical Framework, instruments used to gather information,

and the type of methodology used to analyze the case study.

Theoretical framework. The theoretical framework of this multiple case study was a

delimitation because of the specific theoretical outlook base on constructivism. Here, this

position on education and learning provided a specific framework founded on the learning

theories concept of building knowledge as the experiences or knowledge takes place, build, and

takes shape. However, the reason for this learning theory framework was to allow for a sense of

understanding of how learning takes place and how this learning is experienced by students and

teachers. Without a framework the structure of how learning takes shape with transformation

teaching would have little validity and organization for gaining deeper insight into the

transformational teaching theory. For example, it was necessary for the case study audience to

understand how I viewed the world, and this framework is connected to teaching and learning,

and this information provided one point of validity for the audience (Merriam, 1991).

Method of analysis. The methodology of data analysis also provided limitation to this

multiple case study. For example, the coding method that was used in this case study provided a

specific framework for data identification and organization. Likewise, the use of a specific

coding framework was also recognized as limitation that was supported by my biases. Here,

these limitations were established to provide a method of analysis that is organized in a format

that provides relevance and validity to this case study. Because there a multitude of coding

methods, the case study analysis was based on current literature, and methodology of prior case

study research. For example, certain coding methods provides specific reasons for use in a case

study, and the researcher decides how these methods will help organize and finally reveal

possible themes and findings (Saldaña, 2015).

Validation

One of the concerns for this case study and other qualitative research methodologies is

that of validity. The argument for this concern is that case study research is based on the

observers and participants viewpoint and actions as the phenomenon takes place (Merriam,

1991). However, the qualities and importance of qualitative research methods is that this type of

research design examines and bring improvement to current phenomenon. Likewise, it is also

necessary to provide validity and reliability to the case study to communicate how the

phenomenon occurs in the environment (Creswell, 2013). For this multiple case study, I provided

validation by incorporating the triangulation of evidence that supported findings, the use of

member checking, and my application of rich, thick description.

Triangulation

I used triangulation to provided multi-evidential approach to providing validity to this

case study. For example, triangulation is the process of using different forms of evidence to

support an emerging theme or finding (Creswell, 2013; Merriam, 1991). Moreover, triangulation

provided both validity and weakness in the qualitative methodology case study design by

allowing me to apply different approaches to data gathering for the understanding and growth of

the phenomenon. I used triangulation as means to develop and support emerging themes from the

interviews and observations. For example, the individual teacher provided information from the

interview, and the teachers’ responses were supported from the data collected from multiple

classroom observations. Moreover, after interviewing the 12 teachers, and by observing the 12

classrooms over multiple time periods, helped me gain a detailed and multi-perspective

understanding of the phenomenon (Hatch, 2002).

Member Checking

I utilized member checking to further provided validity from the participants to help

validate the study’s methods and findings. For example, the peers or an expert analyzes the

researcher’s approach in revealing the case study. Likewise, the teachers conducted an analysis

of the cases study’s methodology and findings, and the teachers provided validity to this case

study (Creswell, 2013; Merriam, 1991). For this case study, member checking took place when I

asked for assistance from the case study participants. Here, I shared the individual transcripts

with the participant via email. The participants then verified the accuracy of their responses.

Thick, Rich Description

I also utilized the process of thick, rich description to provide the case study validation by

affording the reader with highly detailed descriptions of the observations. For example, the case

study revealed to the reader an insider account that was deep in descriptive language that

supported the finding of the case study. Thick, rich description took place when I provided a

portrait of the case study accounts as they took place or how they were revealed by the

participants (Creswell, 2013). Here, the reader was able to better understand and validate the

findings because of the detailed description that were connected to the phenomenon that was

provided to the reader and was relevant to the readers own knowledge and education practice

(Creswell, 2013; Merriam 1991).

Expected Findings

The goal of this case study was to provide a deeper understanding of how the

transformational teaching theory may provide student improvement. Likewise, the expected

findings of this case study sought to add detailed personal accounts of how the transformational

teaching was applied in the teaching community, regardless if the teacher labels themselves as a

transformational teacher. The case study intentions were to reveal how the elements of

transformational leadership may help student learning and success while experiencing

environmental stress and fear. Moreover, the expected findings may reveal that the practice of

teaching has transformed from the traditional model of providing subject matter education to that

of life coach, mediator, interventionist, and identifier of student toxic stress. After completion of

the literature review, I have learned that the desired results from this case study were revealed

from the data analysis of the teacher interviews, observations, and field notes.

Interviews

The idea of the teacher interviews is to provide a path of communication that allows the

classroom teacher to add to the theory of transformational teacher (Merriam, 1991; Creswell,

2013). In this case, the teachers were aware of the students’ experiences of living in a

socioeconomically distressed environment. And, the responses I expected from the interview

included how the teacher used their practice to help students learn and perform while being

influenced by their own environment. Moreover, the teacher interviews revealed that teachers

provided transformational teaching methodologies because it was necessary for student success

due to the changing circumstance of the urban socioeconomically distressed student. For

example, the respondent teacher in this case study, applied transformational teaching practices

because it was necessary for teaching and learning environment. Likewise, the interviews also

divulged new thought processes and approaches to transformational teaching, as teachers

continued with their practice, and discovered problem solving teaching applications.

Observations

The observations allowed me to view and further discover the teachers’ transformational

practice in the classroom environment. Moreover, the observations revealed how the teacher

applied the phenomenon, and how the teacher created adjustments as different circumstances and

diverse environments took shape in the classroom. In this cases study, the observations provided

the tacit knowledge of the teacher in a viewable setting (Creswell, 2013). Additionally, as I

conducted the observations, the actual processes were revealed when the teacher provided

transformational teaching and participated in the process of making changes and adjustments as

the students’ situations dictate.

Field Notes

Field notes provided the case study with the detailed descriptions of the interview

conversation, and observation actions and settings (Merriam, 1991; Creswell; 2013).

Furthermore, my taking of field notes provided detailed personal reflections on the data

collection process. For example, I took field notes after each data collection and this action

provided a deeper insight, revelation, and connections to the phenomenon. Moreover, the field

notes provided descriptions and personal understandings of how teachers used actions and

communication to help students become able to learn and succeed in adverse environments

(Merriam, 1991). As I documented field notes, the notes served as the platform for discovery and

theory building for this case study.

Ethical Issues in the Study

This multiple case study provided ethical issues as the respondents and participants

engaged in practice and became aware of their position about their environment (Merriam,

1991). This respondent awareness exposed possible negative feeling, biases, and practiced

inadequacies, and weaknesses as the interviews and observations took place (Merriam, 1991).

For example, the teachers discovered their own biases towards the community and environment

they were participant in (Merriam, 1991). Additionally, new problems of a teaching practice

challenged the respondent to adjust their practice so that they were not perceived as adequate or

not negligent in their practices (Merriam, 1991). In this case, it was important to understand how

the process and participation of the research may alter and expose actions, procedures,

perceptions, and practices of the entire school community. Because of the probable issues

associated qualitative case studies, it was necessary to provide methods of protection.

Confidentiality

I established safety measures to protect the respondents and the community. These safety

measures insured participant identities, and the school site community remained confidential, by

using pseudonyms and geographic generalization. Moreover, I provided ethical protocols and

protection that caused the least amount of harm to the respondents and school community. Each

respondent was provided a complete description of the case study purpose and acknowledged

understanding that all elements of the case study were motivated to building and serving the

community (Booth, Colomb, & Williams, 2008). These elements included my own ethical

beliefs and those beliefs established from the research community (Merriam, 1991; Booth et al.,

2008).

Additionally, the school site agreed with the case study research process and its purpose.

Each respondent agreed in writing and verbally of their participation and methods of protection

used in the case study. Each datum was authenticated by the participant after the interview was

recorded and transcribed. Likewise, I protected all data collected that could identify participants

and did not share the data collected for this case study on any public domain, either electronic, or

written text (Creswell, 2013). All data were stored in a locked office, and in a locked cabinet

within the office. The data collected for this case study will be destroyed after 3 years from

completion of the study.

Researcher’s Position

All data were collected and presented to the audience by myself. I accommodated the

respondents time both professionally and personally. The participants understood that I had

extensive knowledge of communication security that was related to my military service, and that

I used this knowledge to safeguard the participants. Moreover, each participant understood my

position as a transitional leader, and my personal motivation to transition from military service to

that of education. Additionally, I had no political interest in the school site or teaching

community that was participating in the case study. Because of my researcher position, the

respondents felt less pressure to provide scripted responses, and practices during the data

collection process.

Chapter 3 Summary

This chapter in the multiple case study provided the framework and methodology for this

study. Furthermore, this chapter provided the reader with a description of the intent, purpose, and

design of the case study, and how this study was to be guided by the research questions. The

chapter then described the research setting of a California school district and the community the

school district serves. Chapter 3 also discussed the use of semistructured interviews,

observations, and field notes instruments used for data collection. Additionally, chapter 3

discussed the use of inductive methodology for this study, and why this method is key to reveal

emerging themes and for development of themes. The chapter describes my approach to ensuring

validity by confirming triangulation of evidence, and the use deep and rich description of the

data collected. Also, the chapter discusses the verification process of the participants. Lastly,

ethics, and safety procedures were described to confirm the protection of the participants and the

data collected for this multiple case study.

Chapter 4: Data Analysis and Results

Chapter 4 includes a description of the participating teachers that are the focus of this

multiple case study, a description of how the data were collected, a detailed description of how

the data were analyzed, and finally a summary of Chapter 4. There is a total of 12 participants

included in this study. Each teacher’s reasoning for becoming an educator is included in the data

analysis to provide an understanding of the background and worldview of each participant as

related to teaching. One participant was not observed, due to schedule issues. Several

semistructured interviews took place paralleling the 13-question interview instrument that I used

for this case study. All other participants were able to engage in the semistructured interview and

observations.

Description of the Sample

One California elementary school principal, one elementary vice principal, and one

instructional coordinator helped secure volunteers for this case study. The school principal and

instructional coordinator sent out emails to their perspective school’s teachers and other teachers

within the same school district that they thought would be interested in participating in this

study. A total of 13 teachers volunteered for the study. Although one participant teacher resigned

from the study due to a loss of position for the next school year. The total years of teaching

experience ranged from two to 32 years.

Description of the Participants

This section provides an explanation of the participant for this multiple case study. Table

1 presents an overview of the 12 participants, their educational level, the number of years they

have been teaching, the current grade level they are teaching, and their assigned pseudonyms. All

participants hold a multiple subject teaching credential issued from the state of California.

Rose

Rose, describes her motivation for teaching as divine intervention that is focused on

helping and serving the children of her community. Rose, sees her students’ successes in

increments that are measured as individual successes. For example, if a student is behind in

reading four years, she translates her student’s success by achieving an approach of improvement

that is directly focused on the individual capabilities of the student, and not directly related to

standardized test scores. Rose does not discredit standardized testing, but she suggests that the

student’s entire success is as important, as opposed to just focusing on academics. Additionally,

Rose, credits her outlook on teaching from her mentor teachers and school principal when she

was a new teacher. Her leadership and mentors allowed her to experiment and fail, without

micromanaging her teaching practice. This type of guidance allowed her to reflect and develop

her current abilities as a successful teacher. One profound aspect of Roses’ teaching is her love

for her students, and she believes that all of her student most understand that their teachers care

for them deeply.

Table 1

Overview of Participant

Pseudonym

Grade currently teaching

Teacher education

Years of experience

Rose

6th

Masters

David

8th

Masters

Maria

6th

Masters

Yomira

2nd

Masters

Oscar

4th, 5th, 6th

Bachelor

Judy

2nd

Bachelor

Mary Ellen

Kindergarten

Masters

Joseph

3nd

Masters

Clara

2nd

Masters

Grace

4th

Masters

Carmen

3rd

Masters

Angie

5th

Masters

David

David originally did not consider teaching as long-term profession, and when David

originally became a teacher, he did not have a strong passion for the teaching profession, but he

had a passion for biology and working with animals, and specifically wanted to work with birds.

However, during the economic downturn of 2008‒2009, David turned to teaching as means to

support himself. Likewise, he thought that his interest in biology and helping animals would be a

great connection with the student he would be teaching. David has been teaching for 6 year now,

and has fallen in love with helping students succeed. As a teacher in a growing urban

community, he has become exposed to highly diverse student population that is often subjected

to negative environments. David’s passion for teaching has grown considerably as he learns

about his student lives, and how he can provide support for his students’ challenges. David

believes that students should be supported and evaluated on daily goals, as opposed to signally

evaluated a student on traditional approaches to grading and standardized evaluations.

Maria

Maria wanted to be a teacher as long as she could remember. She always has had a

passion for children, even when she was a child herself. For example, she naturally helped other

children if they did not know or understand how to do something. For, Maria, teaching others

and being there when the person gained understanding, motivating her to naturally become a

teacher. Maria’s passion for teaching is also seen in her ability to take chances and by being an

innovator in the teaching community. For example, Maria has embraced an alternative style

classroom with her sixth-grade class by using a nontraditional setting where the classroom is set

up to resemble casual living area without traditional desks and seating arrangements. In this

classroom setting, the students sit in groups or as individuals in what appears to be random areas

with the classroom. Additionally, the students are placed in a natural collaborative setting, as

opposed to the structure of the traditional classroom structure of desk in a row or grouped

together. Maria, embraces the framework that is associated with the tech company Google,

where each student is a decision maker, and contributor to their own learning.

Yomira

Yomira grew up in a nontraditional household, and sees this experience as one of the

major reasons for her being a teacher. Yomira feels that understanding her student’s life helps

her become a better teacher, and that is important for her to teach because of her own

nontraditional experiences. Additionally, Yomira was highly influenced by a series of her own

teachers while she was growing up. These teachers motivated her to go to college, when she

thought that she would never attend college. Her goal is to be that inspirational teacher to all of

her students. Yomira’s outlook on being an experienced 26-year teacher is that she has the ability

to take the initiative and build relationships as soon as possible. Yomira has been back to her

current school for only one year, and she has taken on the roles of coach for the fourth-, fifth-,

and sixth-grade girls basketball team, and that of team facilitator with the other teachers at her

school. Additionally, coaching is one of the leadership styles she naturally uses in her second-

grade classroom.

Oscar

Oscar has been teaching total of 5 years, and has taught only at the case study school

district. Prior to teaching, Oscar was a custodian at a different school district, that is located

within the same region of California. His passion for teaching is based on a foundation of

helping students make the best decision possible. Oscar found similarities from his life as student

to that of the students of the school that he worked at as a custodian. And, this is why he changed

his profession to teaching, so that he would have the ability to better serve students that were at

risk. Oscar believes that good teaching is dynamic and that it his responsibility to help keep

students entertained during the learning process. Currently, Oscar is teaching fourth-, fifth- , and

sixth-grade band, and behavior intervention classes at his school site.

Judy

Judy has always wanted to be a teacher. Although, her mother, a high school math

teacher, discouraged her from the teaching profession. Judy’s mother informed her that teachers

were underpaid, and did not receive enough recognition for the amount of work the teacher did.

However, Judy explained that her high school aptitude test revealed that she was suited to be

teacher or nurse. Originally, Judy thought she might have wanted to teach Spanish in the high

school setting, but changed her major to History, but eventually settled on a Liberal Arts degree,

and when it teaching younger students because she really enjoys helping and caring for younger

children. Judy realized this passion as she worked as a camp counselor, and as an after-school

assistant. She naturally felt at ease with younger children, and also enjoyed the challenge of

helping this age group of students.

Mary Ellen

Mary Ellen has been teaching for a total of nine years. She currently has a total of two

years of teaching practice at the case study school district, and teaches kindergarten. Mary

Ellen’s prior occupation was a human resources specialist, but she was not happy at this position

doing this type of work. She next moved on to being a guidance counselor, and started teaching

at the same time. Mary Ellen stated she was actually is happy and eager to go to work, and has

found fulfillment in teaching. Additionally, she related that teaching did not feel like work as

compared to being a human resource specialist. Mary Ellen started teaching at her current school

site during the last 6 weeks of school, and she explained that this was a challenging time, but

used reflection, and the she is not afraid to change as new challenges arise during the school day

or any period of time.

Joseph

A former Army Reservist and substitute teacher, Joseph became a fulltime teacher

because he has a passion for helping young people improve their lives. Joseph tended to be a

micromanager during his time an Army Reservist, and substitute teacher, but understood that this

type of leadership is not relevant in a school setting. Joseph transitioned his framework for

teaching and classroom management into a student-centered teaching environment in the relative

short time he has been teaching. Joseph has not abandoned what he learned in the military, he

has just adjusted his approached to classroom leading to help students develop into thinkers and

examiners of problems. Joseph also believes that student should have a voice in the classroom,

and should be able to share their experiences. According to Joseph, these student experiences

help shape the learning process in the classroom.

Clara

The first time Clara thought about becoming a teacher was when she was in the sixth

grade. Clara’s sixth-grade teacher was a major inspiration for her decision to go into the teaching

profession. Clara stated that her teacher was amazing, and had influenced her for the rest of her

continued life, and that she directly moved through the path of education knowing that she

wanted to become a teacher. Even as a second-grade teacher, Clara believes she is a facilitator of

her students learning process. Her framework for teaching is help the student find pathways to

learning, and solutions to solve problems, even if her second grade students are attempting to

figure out with color to use for a project. Additionally, Clara stated that her first years of

teaching were very difficult, she was not prepared for the students’ behavior, and that she cried

many tears during her year of teaching.

Grace

Grace has been teaching fulltime for 2 years. She previously taught as a substitute teacher

for three years. Originally, Grace studied Political Science at college while on a track and field,

and cross county scholarship. During this time of her college career, Grace wanted to be a

professional track and field athlete. Graces main inspiration for becoming a teacher are her own

child, even though she states that she is naturally biased on how her children are doing in school.

Grace naturally felt comfortable in the classroom, and wanted to help other children do well in

life. Additionally, Grace wanted share her own children’s’ positive experience with the young

students in her community. Her framework for helping others is the reason why she treats her

students as young adults. Graces reasoning for this approach is because she wanted her students

feel empowered in the class, where as they might not feel this way in their own environment.

Carmen

Carmen was initially inspired to teach during her second, third, and fourth grade of

elementary school. It was during this time, that these teachers inspired her and gave her the

lasting impression of wanting to continue this experience for other people. Carmen, casually

refers her ability to work with children as something similar to a gift, but does not denote that

she has a gift for working with children. Carmen also feels more comfortable working with

children than she does with adults. She further expresses that this natural comfortableness has

not changed during the 28 years she has been teaching. Although, Carmen has become more of a

facilitator her students learning experience as opposed to be a director of instruction. She states

that this approach enables her student to become deeply interested in subjects that are necessary

for the modern world and workplace.

Angie

Originally, Angie was a businesswoman. However, she felt there was a better way to

serve her community, and she went back to college and earned her teaching credential. Angie has

strong desire to help her community, a passion for working with children, and to a be positive

role model for students that do not necessarily have positivity in their lives. She sees her

motivation for teaching and a means for help children become the best person that they can

become. One key framework teaching is for Angie is to measure a student’s success by

developing the student academically, but also as a person. In this framework, the students are

encouraged to have discussions about the world around them, and about their own lives. Angie

states that her students have made incredible progress from the beginning of school year to the

end of school year by being able to have a voice in the classroom, and by encouraging her

student to make mistakes while solving problems.

Research Methodology and Analysis

The purpose of this multiple case study is to understand and gain deeper insight to the

phenomenon of how different teachers transform students’ and the further understand the

participating teachers’ viewpoint of the teaching practice in relation to helping students improve.

Likewise, transformational teaching in a high needs socioeconomically distressed did not require

the labeling of the teacher as a transformational teacher, however there are key attributes of each

participant teacher that are common to help these students, in this demographic improve. After

deliberation, two questions directed this case study in a structure to help pinpoint the main points

of study:

1. How do primary school teachers utilize transformational teaching as a teaching

methodology for helping students?

2. What new knowledge has been discovered by the teachers who use transformational

teaching as a means of pedagogy?

Semistructured interviews of each participant and classroom observations of teacher in

practice are the two sources of data collected for this case study. I analyzed the data using an

inductive approach to help organize the data into three components of organization. The

inductive methodology of analysis helped clarify initial data collection, establish common

relationships with this study and the data collected, and formed frameworks and commonalities

of the teachers’ approaches and practices in the classroom (Creswell, 2002). Moreover, each

participant was given the opportunity to read their own case study background, review the

themes from data analysis, and given an opportunity to provide further suggestions for improving

the transformational teacher practice.

Data Collection

Three approaches of data collection were used in this case study. First, each participant

was asked a series of 12 questions from the semistructured interview instrument. Second, each

participant was asked the final question on the interview instrument, but asked to think about the

question for several days before replying to the added question. The final interview question was

intentionally separated from the other interview questions to give the participant the ability to

reflect on the question before providing a response. Responses were given in person, by

electronic mail, and by telephone conversation. Third, I observed each participant in their

classrooms, and I collected and documented the observation with field notes describing the

teachers practice.

Semistructured Interviews

Semistructured interviews were used in this case study as mean to allow the participant to

fully and comfortably provide a descriptive and personalized account of their own experiences

and beliefs concerning the transformational teaching practice (Creswell, 2013). Furthermore, the

interview questions were developed to help the participant freely express their knowledge and

understanding of their own teaching practice, often without personal knowledge of a defined

meaning of transformational teaching and transformational teaching as a theoretical outlook and

framework for the teaching practice. Although, each participant shared similar worldviews and

practices in teaching that centered on the development of children in learning and performance

challenged environments.

I met with participants during a time and place of their convenience and began each

interview with a review and participant agreement of the Concordia consent form. I informed the

participants that I would be recoding the interview conversations using a digital recorder, the

computer application AudioNote 2, and paper notes. The participant interviews lasted from 45

minutes to 1.5 hours. After the interviewees answered the first 12 questions, I asked the

participants to reflect on interview question 13 and answer at a later date. I purposely did not

provide the participants with the first 12 questions because I wanted to the participants to provide

a response that was not tainted or guided by possible personal conversations, and by possible

peer or supervisory intervention. After the collection of interview questions, I listened to each

interview, and read the interview notes associated with the participant. At this point, listened for

similar responses from the participants, and also listened for key differences in responses to the

questions. I then uploaded the recorded data interviews from the program AudioNote 2 into the

online Scibie Audio Transcription service. Once transcribed, and checked by individual

participant for accuracy, I then began the precoding the data transcription by highlighting,

circling, and documenting placement of the precode on the transcript.

Follow up Interview of Question 13

I contacted the participants at their convenience to answer interview question 13. I

provided the interview question to the participant via electronic mail for the purpose of giving

the participant time to reflect on the question so the participant could add their insight and

expertise to the answer. There was no prior conversation about the meaning of the question, or

leading type questions related to the question to help allow the participant the best possible

answer that reflected their own interpretation and input to transformational teaching practice.

The participants answered the question during personal conversation, telephone conversation,

and the use of electronic mail correspondence. The final follow-up interview question was

recorded using the same method as the first set of 12 interview questions, and if needed, audio

recordings were transcribed using the identical method as the previous set of interview questions.

Observations

I contacted each participant by electronic mail and scheduled a time to observe the

participant in their classroom. This observation time was made at the convenience of the

participant. The observations lasted between 50 to 90 minutes, and were documented using field

notes, using the margin of the paper as a space for additional observation notes. I also

documented the layout of the classroom with a drawing of student and teacher desk placements,

whiteboard placement, library or reading area, and any additional specific characteristics

associated with the individual classroom. Additionally, I clearly indicated that I was only

documenting the participant and would not document any students in the observations, except for

the number of students normally assigned to the classroom. I also indicated to the teacher that I

wanted to document any actions, practices, or occurrences taking place during an hour time

frame, and asked that no special lesson take place for the just because an observation was taking

place. During the classroom, I usually sat at a side of the classroom, to observe and document

actions, speech, and mannerisms of the participant.

Data Analysis

I analyzed the main body of the interview questions, the one follow-up question, and

observation data using inductive content analysis as the method to organize the large amount of

data collected, and to gain insight of arising phenomena in its natural setting for the purpose of

discovering the themes associated with the information collected (Hatch, 2002; Leech &

Onwuegbuzie, 2007). Additionally, the inductive content analysis used in this case study helped

me discover a deeper understanding the possible codes, or clearer definition of the codes

associated with the phenomena, as compared to my original thoughts and understanding of my

initial data analysis. For example, 19 codes emerged from using inductive analysis method,

which provided key frameworks for data organizing and interpretation (Hatch, 2002).

Semistructured Interview and Follow Question Data

The preliminary analysis of the collected interview data began with reviewing the

transcribed recording of the participants, and listening to recorded voice of the participants. I

used this method of initial analysis to check for accuracy of the transcription against the recorded

voice. Additionally, I used the recorded voice as means to reflect back upon the interview, and

how the interviewee reacted to the process of answering each of the questions. During this

review, I reanalyzed my interview notes for the purpose of organizing initial themes, or biases in

my initial note taking in comparison to participants answers to the interview questions.

The interview transcriptions were sent by electronic mail to all participants for review of

accuracy. No participant responded with corrections. I then began data analysis by converting

each participants transcribed data into a Microsoft Word document. This allowed me to use the

word processing program as a means of organizing and precode the data by using the programs

built in features. First, I read the individual participants transcribed text, and labeled the

participants comments using “P” in the left margin of the document. Next, I labeled my verbal

transcriptions with “IR” in the same left margin position of the document. The labels allowed me

to easily differentiate transcribed conversations from myself and the participant. Then, I read

each participants responses using an in-depth reading method adjusted for the purpose of gaining

further understanding. The in-depth method of reading the text included a preliminary scan, and

then precoding analysis of the transcription (Saldaña, 2015).

The previous precoding method allowed me to organize teacher responses, and use initial

descriptive code words to label individual teacher communication (Saldaña, 2015). For this step

of the coding process, I used a descriptive word and number to identify portions of the text

associated with the initial descriptive category. For example, Caring1 is a coding label that I used

as an initial descriptive category, and after assigning the category, I placed the superscript 1 at

the beginning of the analyzed datum (Saldaña, 2015). Using this analysis method, I was able

discover three categories that helped frame the data for further analysis. The three frames are: (a)

the teachers’ reason and motivation for teaching, (b) caring for the students’ welfare and success,

and (c) the teacher being aware and understanding the backgrounds of the student population.

Likewise, I continued further data analysis for the respective category, and color-coded potential

data associated with each category. Next, I organized the frames and associated data by using a

three-column matrix based on the initial and value coding methods. I then placed the raw data in

column 1, initial codes in column 2, and I left column 3 for the final established codes (Saldaña,

2015).

Using memo writing and analytical journaling as the data were analyzed, I was able to

establish codes and subcodes associated with the frames. From this process of discovering

patterns, relationships, and differentiations I was able to develop 19 codes that are associated

with this studies research questions. Likewise, during my second cycle of coding I was able to

associate and reanalyze the categories into three different themes: (a) the teacher has a deep

passion for serving students; (b) the teacher builds positive relationships with students to help

them succeed; and (c) there is not one distinct teaching method, title, or label teachers use to help

transform students.

Observation Data

I recorded the teacher observations using field notes. I also drew a detailed map of the

teacher’s classroom. Additionally, I used the left portion of the paper to make additional notes

about the observations as they took place, and I used analytical note taking as I read each of the

observation field notes. To analyze the observation information, I used an inductive analysis

methodology (Hatch, 2002). To better organize the field notes, I used an observation check list

and observation matrix (see Appendices B and C).

I read over the field notes, and made initial notes of the data collected. Then, I precoded

the data by circling, underlining, and recording the location of the notes with the context the

data. After precoding and data analysis, using an in-depth reading method, I discovered two

initial frameworks to help data organization: (a) teachers’ behaviors and (b) the teacher’s

pedagogics. The two frameworks helped me organize the field notes into codes that were

associated with the research questions, using the frameworks as guide, I placed each teacher’s

specific collected data into the observation matrix documenting the observed practice, the

potential evidence, and possible significance the of field notes . I then implemented the three-

column method to organize the data into categories, initial codes, and then into final established

codes (Saldaña, 2015). After secondary and further analysis of potential patterns, and

relationships, both similar and different, I developed 15 codes associated with the data collected

from the observations. From the creation of the codes, I was able to create two main themes

associated with the data collected from the observations: (a) the teachers create an environment

for teaching and learning, and (b) teachers use evolving approaches to teaching to help students

succeed.

Summary of Findings

The findings from this study revealed that primary school teachers practiced

transformational teaching while not fully understanding the definition of transformation

teaching. In this case study teachers revealed that they had a deep passion for their students’

success, and that the teacher also has a worldview of the importance of their teaching career, and

how this mindset impacts students’ lives. Consequently, the teachers shared a common

commitment to help their students improve their live circumstances, as opposed to focusing their

teaching practice on academics.

Likewise, the data related that the majority of teachers improved their practice as they

became more experienced. One of the main components of improvement comes from the

teachers’ growth mindset, and their willingness to adjust, reflect, and improve for the sake of the

student success. Additionally, the teacher’s growth mindset was a natural framework for

thinking, as the teachers viewed their students and the teaching practice.

Presentation of the Results

The data collected for this study came from one a group of semistructured interview

questions that allowed for the last question to be answered at a later date (see Appendix A).

Likewise, the last interview question allowed the participant to use a reflective approach to

answer the question so that the participant has the opportunity directly add to the improvement of

educating. Additionally, observations and the documentation of field notes was also used as a

means of data collecting for this study. The participant observations support the teachers’

interview questions, and provide a means of understanding of the teachers approaches to

practice. In the next section, the analysis and results of the data collected is presented and

explained.

Semistructured Interviews

In total, 19 codes emerged from extensive data analysis. Precoding the data revealed

frameworks to help organize establish meaning. Finally, during data analysis, prominent patterns

developed and revealed the meaning of the data collected for this case study (see Table 2).

Code 1: Teachers experience positive mentorship. Participants revealed a positive

interaction with a former master teacher, mentor, or school administrator. This interaction was

either considered direct mentorship from a master teacher, teacher coach, or positive guidance

from a school principal. Additionally, participants related that although they experienced positive

guidance and mentorship at the beginning of their teaching careers, participants noted that they

struggled with various aspects of teaching in their first years of teaching. Equally, the

participants also communicated that their mentorship, guidance, and being allowed to struggle

were key aspects of learning how to become teachers. Mary Ellen said, “I started teaching in the

second half of the school year and it was terrible, but I found a large amount of support and

resources from the school.” Additionally, Mary Ellen stated, “She was inspired to reflect on her

experiences and encourage to always make changes to improve her teaching.” Comparably, Rose

noted that she struggled as new teacher, but fortunately received the support of a school principal

to help become a better teacher. Rose related, “My very first principal gave me a shot at teaching

at barely 20 years old, but she was a fantastic leader because she encouraged me to experiment

and learn from my mistakes, and we are still friends to this day.” Additionally, teachers related

that being a new teacher and growing into a more capable or successful teacher requires learning

from mistakes and trying to improve from the first years of the teaching experience.

Table 2

Overview of Themes and Subthemes

Theme Number and developed themes

Subthemes

Theme 1―The teacher has deep passion for

serving students

Teachers experience positive mentorship

Teachers support other teachers

Teachers evolve and adjust

Teachers believe improvements must be made

Teachers have type of love or deep caring for

students

Love of job and deep belief in mission

Theme 2―The Teacher builds positive

relationships with students to help them

succeed.

Teachers strive to interact beyond traditional

roles

Provides motivation for students

Supports student’s personal success

Understanding and knowing student’s lives

Teacher understand the effects of student’s

environment

Teacher provides a safe place

Embraces growth mindset

Supports student communication

Theme 3―There is not one distinct teaching

method, title, or label teachers use to help

transform students.

Differentiated leadership for individual

students

Dedicated to grade level student

Vision of student being a lifelong learner

Not satisfied with time with student

No common understanding of

Transformational Teaching definition

Code 2: Teachers support other teachers. Participants divulged they helped and

supported other teachers with transformational type teaching frameworks. Although the

participants did not directly identify with the transformational transformation label, the teachers

did support other teachers by helping them develop and apply teaching techniques with other

teachers, which the teaching techniques are associated with transformation teaching.

Additionally, the teacher to teacher support, took place among all ranges of teacher experiences.

For example, it was common for veteran teacher to dedicate time to help other teachers improve,

but it was also common for newer teachers with less than 10 years of experience to dedicate a

significant amount of time helping other teachers develop teaching techniques directly related to

serving and developing students in a holistic frame of understanding, as opposed to dedicating

classroom instruction solely towards improvement of grades, and test scores. Angie related,

Yes, I’m on the leadership team at school at my school site, and then I’m actually going

to a training this summer to help be a coach for an area of focus that the school thinking

for next year. I’m going to a training in Massachusetts over the summer, so I can be

prepared for that. My current grade level team is very experienced. But the sixth-grade

team is all pretty brand new, and so I try to help them out as much as possible.

Additionally, Angie said, “I wish I would have had more support when I was a new teacher, and

that is one of the reasons why I dedicate my time to help other teacher, because I learned from

my experience as a young teacher. Rose also said,

I do. Just in this grade level, I think we all work together and are always sharing ideas

and willing to hear ideas. And then I, this year, became a reflective coach for a new

teacher. And so that’s allowed me. . . . I have to guide them in different areas that they

want to focus on in the classroom. And then they. . . . I observe them, we meet together

once a week. And I think that’s been helpful. And then sharing ideas and making them

aware, it’s not like it is in the books. But, also to just teach them as a whole individual. I

think with the constant sharing of ideas and maybe getting together with one another and

stuff like that.

Joseph also related his experience as a newer teacher:

Actually, I had somebody come in last week to watch, to observe me, so I’m hoping I

gave her a sense of something and that’s for the students really anything we do mostly is

for the students, so helping each other it does help the teachers deal with this job, but we

do this job for the students. If it wasn’t for the students I think I probably wouldn’t give

that much advice or. . . . Because we all want to build them up and that’s the why then.

Another new teacher, Grace, also said,

Well, I’m fairly new, so I feel like my street cred is not there yet. But I am really good

with the children’s age group in 4th grade, connecting with these kids, so I try to help

others by just expanding their approach. I know a lot of teachers want to teach specific

things, but the kids don’t connect with that. And so, I try to recommend a project or a

presentation, or just various types of ways to learn.

Grace also related that she learned to include the students’ ideas in the structure and processes of

the projects and presentations presented for her students.

Code 3: Teachers evolve and adjust. Participants noted that they have learned from

their experiences, and use this learning as means to help students in the transformational process.

Additionally, participants related the need to consistently evaluate their experiences to for the

purpose of developing a better teaching practice. Oscar learned that his initial style of instruction

did not allow his students to evolve, and learn from their own decisions. Oscar now believes that

students should practice making adult type of decisions, and should have a say in their learning

processes. Oscar said,

I include them in a lot of the decision process. You know, I can talk forever to them and I

know that drives them crazy but, right when a class starts, “Hey guys, this is happening.

What do you guys feel we should do? Couple things we need to think about. If we go this

way, this might happen, whereas if we don’t, this could happen, but this could also

happen.” And I’m asking, “What do you guys think? Raise your hand and tell me some

ideas of how you think we should handle this.” It’s . . . I see them as . . . I tell them all the

time, “We’re a family. We look out for each other. Also, I’m going to include you in the

decision-making process. I could . . . I am your teacher, I could say, ‘We’re doing this.’

But I’m not the one who’s going to be out there, for example, marching in a parade. This

is your guys’ show, what do you guys want to do?"

Carmen also learned from her experience and adjusted her practice to fit needs of her students.

Carmen said,

So that was really a combination of everything over the years, and then sometimes it’s

trial and error. You try something and it works well with one group, and you try it the

next year and you will have a group of kids and it doesn’t always work. So, I guess you

have to be flexible and able to use the tools in your toolbox.

Rose noted that she too evolves and learns from her experiences. Rose said,

But, also my students teach me. And I don’t think I’m ever really done figuring it out

[chuckle] because every year I find that I need to tweak something or teach something, or

this group of kids needs me in a little bit different of a way than that group of kids did.

And so, I don’t know, I think it’s an ever-evolving process.

David also learned from his experiences, and evolved his teaching practice from completing

research. David related,

Some things I’ve been reading that evaluations work better because motivation-wise, I

wanna motivate the kids to learn, not to earn grades. And so, I’ve found over the last few

months that I’ve been trying some new things in the classroom that, if I stop focusing on

grades, that they stop focusing on grades. If I just give all of them a good grade, they do

the work. And then I evaluate them and I ask them, “What was so good about this? What

was bad about this? What could you do to improve?” And so, I’ve shut down the

complaints about grades and the constant nagging about grades, “What’s my grade?

When are you going to do my grade?” And it’s leaning more towards, “When are we

gonna get the projects back? When are we gonna see what we did?” Instead of, “When

are you gonna put the grade in the grade book?"

Code 4: Teachers believe improvements must be made. Participants related their

recommendations for improving teaching in the realm of transforming the student, and meeting

the needs of students. Mary Ellen suggested,

I recommend growth mindset to educators and teaching their students to have the same

mindset. Looking at the big picture of education, being open-minded about both old and

new instructional strategies, having the students know the significance of activities done

or concepts learned and how it is connected to real life situations, setting clear realistic

goals and checking if the goals are met or not, and training the students to be effective

members of the society will allow transformational teaching to take place and grow.

Likewise, Oscar related,

Get to know your students. I believe that all teachers need to have a relationship built for

each student before learning can occur. Aside from just making a lesson interesting, there

needs to be that trust and respect between themselves and the teacher. If a teacher can

read a book about discipline in the classroom, why can’t they google something that they

heard their students talking about? It’s be best way to get to know the child behind the

student. When students see you are interested in them, they will become interested in

you.

Maria provide a detailed response to improve teaching in the transformational framework. Maria

said,

1) Teachers have to care about students. If teachers do not invest in their students and

truly care about them, they will not be able to succeed. When teachers care for their

students, students do better. When students actually see that teacher has invested time in

them, and learn to trust them, that is when true transformational teaching can occur.

Some teachers are afraid to “let go” in their own classrooms because they thrive on that

control. Once I learned to let it go, I saw students flourish even more than they did

before.

2) Once you have established #1, students trust teachers to take them on the educational

learning journey. By creating an environment built on trust and relationships, so much

can happen. Teachers need to be willing to let go and really listen to their students. Many

times, teachers are just the “boss” in the classroom. in my classroom, we are all equals

and learn from each other. I am just the facilitator and guide students when necessary.

When the learning is in their own hands, they take more responsibility for it. Productive

struggle is something that is good for students and that should be occurring on a daily

basis. When students simply are given an answer, or one way to do something, they are

not authentically learning.

3) Higher level thinking is such a critical part of transformational teaching as well. By

students collaborating, and analyzing real world problems together and the teacher

merely facilitating, this helps the educational process as well. We all learn together and

also from one another. Teachers need to get out of the mindset that they tell students what

to learn everyday all day. They need to be more open and willing to learn together. By

incorporating these things, transformational teaching can occur.

Yomira also provided a detailed response to improvement that is based on the current climate

and culture of society. Yomira said,

One of the suggestions I have made to the district is that we implement trainings where

teachers learn about cultural sensitivity. There is so much negativity in schools these

days. I don’t think being part of a union helps. I believe we need training on how to build

community with one another and how to respond with a growth mindset. It does not come

naturally these days for children, let alone adults. I believe it is important that we choose

to listen than to respond and be prepared to ask questions to help us to understand. It has

been my experience that we are completely ready to respond and that is because it comes

naturally. This has been influenced by the social media phenomena. Facebook,

Instagram, Snap chat, you name it, have enabled people to respond without taking into

consideration a person’s situation, feelings, emotions, or credibility. It takes a lot of work,

but we need to work together on establishing a shared vision. In conclusion, I believe that

the only way we are going to get transformational teaching from teachers is to remove the

tenure component. I believe that we need to be open to feedback and constantly learning.

If we aren’t doing that then we should not be in this role. We all should feel a sense of

subtle insecurity because that is a motivating factor. I compare giving someone tenure to

giving society welfare. We have created a group of comfortable, entitled, outspoken,

critical individuals. We really have done them a disservice.

Code 5: Teachers have a type of love or deep caring for students. Participants stated

they have a type of professional caring for their students. This deep caring was described also as

a type of love expressed towards the student for the purpose of having the students understand

someone cares for them. However, this type of caring was not something that occurred

artificially, but transpired natural from the teacher. Rose said,

I have seven children this year that need to hear me tell them I love them verbally, they

need that reassurance every single day, which is what I give to my own children. And the

first couple times I did this for a child it was a little bit awkward, to say, “I love you,”

because it felt like an emotion that I have reserved for my family. But I realized I do love

them. It’s not exactly the same as I love my own children at home, ‘cause that

relationship is different, but nevertheless, I do love them, so why am I struggling maybe

to verbalize it like I need to? And so that’s what these particular kids need. I have others

that need my humor. They need me to joke with them, they need me to tease them, and

they need to know that we can joke, and that there’s still faith. And I have others that

need structure.

Carmen talked about the implications of caring and how caring effects the students. Carmen said,

“If you build relationships and they know you care about them then it makes a difference in their

learning.” Maria communicated that love should be the foundation of the school’s environment.

Maria said, “Not all students have a safe environment at home and so a lot of students school is

an escape for them, it shouldn’t be a place they have to be afraid, they should know that there are

people that love them and care about them there, and they should feel comfortable enough to be

able to talk to someone there.” Angie related how her caring is important to the student’s

wellbeing. Angie said, “And they know that I care, so I try to just foster an environment where

they, if they need to talk to me, they can.” Judy also said, “We’re team-oriented, and we have to

rely on that. But for those little guys, confidence and love is what they need.” David also

explained the need for caring and love as means to help students understand his role in

understanding the truth and what is considered real. Davide related,

I tell the kids, right from the beginning, “I’m the most honest person, if you ever have a

question, I will honestly answer you.” And they know it, because I do all the time, and

I’ll tell them right to their face anything they wanna hear, that they’re doing something

dumb, or they’re doing something good, they know I’m gonna tell them the truth. So as

the year goes on, they figure that out, and then they’ll come out with stuff and they’ll talk

to me, because they know I’ll tell them the answer, I’m not gonna hide anything bad from

them.

Code 6: Love of job and deep belief in mission. Participants related a passion for the

teaching occupation that is seen as calling, as opposed to a job choice. The participants also

related the love of the job directly correlated to helping and serving students. Oscar stated after

being a custodian for 8 years he wanted to help students in a more direct manner. Oscar said, “I

felt I could make a difference, and give students a head-start in life, and I am passionate about

providing this possibility to students.” Judy discussed how she shares her belief in the mission

with her students. Judy said,

There’s a lovely lady here at Oasis, it’s a hair salon, I taught all her children, they went

here. And she does a big fundraiser at her hair salon, and then all that money, we go

shopping for the kids. And Vicki gives me a list of the kids that are most needy, and we

go and buy a gift, and a . . . useful gift. So, pencils or socks, and that, and then a Santa

gift.

Angie explained,

I went back to school and got my credentials, because I think it’s important to me to not

only contribute to the community, but also just be a positive role model and just working

with kids is my passion and helping them become the best people that they can become is

gonna contribute to, hopefully, a better future for them.

Angie also described,

I think it’s a lot of self-reflecting and trial and error and knowing when to stop doing

something because it’s not worth it. Doing a lot of research, just to try new things. I’m

always willing to take, borrow and steal ideas to be better and every year at this time I’m

always self-reflecting on, “Okay, what do I never wanna do again? Because it was

terrible” and keep what was working. So, a lot of self-reflection. A lot of being okay with

“Oh, I made a mistake there, and not do it again."

Mary Ellen said,

I graduated Bachelor of Science in Psychology and I tried working in a human resources

department, which is what I’m supposed to, I think, and then it didn’t work for me.

[chuckle] I wasn’t happy, it was just a day to day. . . . It’s a work kind of thing, and then

when I started being a guidance counselor and teaching at the same time, I found

fulfillment in what I’m doing and I was actually happy and eager going to work. It was

almost like not working at all because I like what I was doing, so then I continued and

taught for seven years, in the Philippines and then I went to Dubai to teach too.

David communicated,

So, I originally had a degree in biology and I wanted to work with animals, a zoo or an

aquarium, I like Marine Biology, I like birds, stuff like that, so I wanted to work with

animals. When I graduated it was 2011, and the economic downturn in 2008 and 2009,

there just weren’t high paying jobs, there weren’t jobs paying enough to support my

family. And so, I went back to school and got my teaching credential and I felt like, this

is what I wanted to do anyways, was teach people about animals and fish or whatever at

aquariums and zoos and talk to people about it. So, I figure this is probably the next best

thing. I still get to talk about it, I’m just not at the physical location. Actually, really, I’ve

come to really love what I do. I like interacting with the kids. I like that I do get a

platform to teach. I thought that platform was gonna be a zoo or an aquarium, but I have

the platform now. It’s a little different environment, but I have the platform to do it. I like

to learn stuff so it’s a way for me to still keep up and learn new things. And I like to,

obviously, see people learn stuff that I like [chuckle] so it’s a platform for me to do that,

too, so. And I like kids. For the most part, I have pretty good relationships with them, so.

Maria said,

I wanted to be a teacher since as long as I can remember. I’ve always loved kids. When I

was a kid, I would go play with kids at the parties, at birthday parties, I loved helping

others, if they didn’t understand how to do something. So just the combination of having

a passion for kids and teaching them something they didn’t know and seeing that light

bulb goes off.

Yomira explained,

For me, I don’t have my own children, so I can dedicate my life to this job and I’m

grateful for that. I always wanted children, but it just never happened for my husband and

I. So, and now I think, for me, I feel like God is the one who said, “No, because these

kids are gonna be your life,” and they have been.

Code 7: Teachers strive to interact beyond traditional roles. Participants reported that

building positive relationships with students was crucial to helping the teachers’ students become

more successful. Likewise, participants related these relationships often took time, were

purposeful, and required a range of in class activities initiated by the teacher. Maria said,

I’m not a strict teacher, I’m a loose . . . I don’t want to say loose either, but I’m much

more easygoing and it’s okay to make mistakes. And I think that once that wall is broken

down, that’s when we can form relationships the best, when they see that it’s okay to be

wrong. The school I work at now is a high-pressure school, where the parents put a lot of

pressure. There’s a lot of parental involvement, and so when they come to me, I try to

teach them how to wind down, whereas before in my old districts I had to be someone to

care for them because they had nobody. Here they have a lot of people that care but they

need somebody to tell them it’s okay to be wrong.

Additionally, Maria discussed the importance of the classroom as community, and where that

community becomes a safe place for student to discover, learn, and communicate what their

experiences, as opposed to being directed to think and act in a restrictive environment. Maria

also said

Every single day we talk about growth mindset and I feel like in my classroom not only

do I promote academic learning, but I just. . . . With promoting student learning, I feel

like I’m building more of a community and real-life skills also. Because when they see

someone cares they start to talk to me about other issues and I’m giving them life advice

and just that relationship that I take so much time to build. Not only is it successful in

their academics because they’ll do what I ask them to do, also they are comfortable

enough to talk to me about personal issues. I really don’t know if I answered that in the

right way.

Judy also said,

It’s phenomenal. I talk to each one of them every day. It may not be a whole long

conversation, but it’s phenomenal. And this year, and I didn’t do this, I didn’t think it

made a difference, but I greet each child at the door. So, if you go into the rooms, you’ll

see some of us have a little sign, you can choose a hug, you can choose a fist bump, you

can choose a high five, you can choose a hello.

Judy also related, “that is also a big deal for her to do this, and it’s me that has been

transformed.” Angie used similar techniques to help build positive relationships with her

students. Angie said

I try at least once a week to sit and spend like a minute or two with every student, just

one-on one, even if it’s just talking to them about friends or the book they’re reading or

something they’re struggling with. And I think I’m firm but fair. So, they always know

I’m pretty black and white with them to where I’m not mean but I’m firm. Every morning

I greet the students at the door with a handshake, a high five or a hug. I really try to just

pay attention to changes in behavior, because usually that’s a big sign to me that

something’s going on.

Likewise, Oscar said

I get to know them a little bit, they get to know me. Sometimes before school . . . I’m one

of those teachers that keeps my door open about 90% of the time, they’ll come up and

talk to me and like I said, the relationship will start building and they’ll start to want to do

better or they’ll try to do better. Or even if they don’t come and talk to me, I’ll see them

around campus and I’ll acknowledge them, say hi to them, high five, whatever. “How

you doing today? What’s going on?"

Code 8: Provides motivation for students. Participants revealed a sense of duty to

inspire students both in the classroom and outside of the classroom. Maria inspires her students

to become self-motivated by letting them discover and struggle with answers. Maria said,

If they ask me something, I don’t ever give them an answer. I want them to go and find

out because the world we’re in now, we’ve got the internet, we can have an answer in the

touch of a second. When they first come to my class, they’re like, “Wait, is it the answer,

why, why not?” or “Do I have to do this? What do I have to do here?” They’re so used to

being told what to do, so I give them a very different view and let them explore things on

their own.

Grace discussed how she adjust motivation for different students. Grace stated, “If they don’t

have parent support, it can be tricky. They’re not necessarily motivated in the classroom either.

So again, just using my words to motivate them, is the best that I can do. Or get them excited

about learning, would be the alternative.” Yomira also discusses how she motivates and inspires

her students by letting them manage the classroom. She does this because many of her students

are not allowed to make decisions in their own environments. Yomira said,

Delegated jobs allow kids to take responsibility and step up to the plate. I also watch for

what the kid is. Strengths and weaknesses are, and I put them in charge of things that I

feel they would be really good at, and then sometimes if I change it up and put those at

that are weak in those areas in those roles just to see if they’ll learn anything or if it

grows them up a little bit or growth. And I let the kids run my classroom they know the

routines, they know the time table. I had to cover my clock, ‘cause they watched the time

in it, right in in time and these through the same thing, right? So, I’ve covered my clock,

so that I can kinda have my pace through the day at times. But they could run that

classroom by themselves.

Yomira also discusses how she motivates her students to take ownership of their behavior. Grace

related,

So, we have a high accountability process in my classroom, so we use a reward system of

behavior system. They’re in charge of that. I just basically say that wasn’t a good choice.

What should you do level up or down? They decided. . . . Then they do it. And then also

we do class meetings every day, where we sit and talk about the choices that are being

made, and why if it’s getting to be a problem, why what’s causing these problems? And

we kinda do some problem solving together and I ask for their input on a lot of things we

do a lot of collaboration. And then, I guess, from that collaboration, we move forward

with some goals and then we come back and revisit it, and say, “Is this working for this

class? It doesn’t seem like this time is working for this, when should be a better time that

kind of stuff. Snacking, story is a big deal.

Rose talked about how she motivates students for the purpose of helping them live with the toxic

stress the student has experienced. Rose related,

Right. Well, I try to help them understand that they are integral in their own happiness,

and that’s challenging because so many of my kids, especially with the school. . . . The

clientele I work with, they’re coming out of really broken situations, everything from. . . .

Well, I won’t repeat specific examples, but I’ve had kids witness murders, I’ve had kids

abused, all of those sorts of things, or currently living in really chaotic situations, and to

have them try to see above and beyond that and realize that there is some level of

blessing, there is some level of satisfaction that they can find within themselves, that’s

tough.

Oscar discussed how he helps students transition from being scared to try a task to that of

attempting to be the best at a task. Oscar said,

Compared to the first day that I got to know these kids. They have more to work for,

more to fight for. You can definitely see them transforming into young adults and

teenagers. They get sassier, that’s always fun, but it’s more of an increased focus. You

see this kid that struggled reading in fourth grade and now in the sixth grade, they’re

reading at grade level, where they started at a first-grade reading level in fourth grade.

“Yeah, good job. Proud of you, I knew you could do it.” Or just that motivation to being

able to, “Okay, I don’t wanna do this, but I’m gonna do it anyways.” It creates a drive, a

love for learning. Some students, they’ll come into my classroom, look for the easy way

out, discover that it’s not easy, but it’s something that they do like so they’re willing to

put the hard work in it to become the greatest in the school.

Code 9: Supports student’s personal success. Participants communicated how success

was viewed and individualized for each student, but not necessarily related to standardized

evaluations of success. Judy related how individual improvement is how she views success. Judy

said,

Improvement. Improvement’s the name of the game. Improvement in everything. That’s

what we go for. Granted, I want them to care about their grades but they don’t. They’re

seven, they do not care, they wanna play, they wanna play, they wanna play and they

wanna make me happy and they wanna make their family happy and they wanna make

themselves happy. They don’t care whether they get a four, a three or a two, until it

happens and, “You got to get a trophy and I didn’t, and how come?” They don’t care,

they’re 7. Now of course there’s always an exception, but we, we do reading goals in my

class. And the first year, all but two kids met their goal. Or the first trimester. And last

year all of them met their goal, and we made a huge thing about it and even my . . . I got

a brand-new kid. Three weeks he was with us. And they’re not easy goals. So, I gave him

a small goal, to give two points a week on the testing program and he did it. I didn’t

anticipate him doing it, but once I met him and I saw what a great reader he was, I’m like,

“Oh, you could do this.”

Angie explains how she views success as focused on the whole student, as opposed to focusing

on testing and grades. Angie said,

I think there’s student success from a parent perspective, from a student perspective and a

teacher perspective. We focus a lot on are they getting A’s or are they passing, which is

important but it’s not everything. So, student success is making a well-rounded student

that is not only academically thriving but also social and emotionally stable and happy

and kind. I have the same one student, he even tells me, he’s like, “Oh Ms. Angie if I was

the same student I was last year at this time, this would have played out much

differently.” [laughter] He was a hit person and ask questions later and now he’s able to

tell me, “I would’ve handled that much differently before."

Angie further explained, “It’s huge. It’s in me. A successful student is someone that it doesn’t

always have to be academic but you’ll see academically successful in growth but also socially

and emotionally being successful.”

Mary Ellen related how she views success academically. Mary Ellen said,

Student success is when they meet their goals, individual goals. And if they improved

from where they started, I think that’s success. Even if, say, they started not knowing any

letters, if after first trimester they know two letters, that’s success, so we celebrate. So

just getting better from where they started.

Mary Ellen also discussed how success is measured in other nonacademic ways. Mary Ellen

stated,

Behavior. Definitely. Every week we celebrate that. What we call it, the behavior chart. If

they went over the rainbow, or like super stupendous behavior. If the clips went up, they

get a prize for that. But that’s how we started, and now I’m slowly taking it off just

because it’s something material. It’s not very intrinsic. And I try to explain to them now

that we do things right, even if nobody’s watching, type of thing. Yes, ethics.

Mary Ellen also revealed that she follows through with her students, and that when she follows

through her students can see how actions are important, and how they lead to success. Mary

Ellen said, “Yeah. And I make it a point that I follow through like when I come back the day

after I was absent or I had a training, then I follow through on that and they know that I follow

through.”

Code 10: Understanding and knowing student’s lives. Participants stated

understanding and knowing about their student’s lives is one of the main factors in being able to

help transform students. Maria explained the harshness and responsibility that goes along with

understanding the lives of her students. Maria said,

Letting them know that there are people that care about them, and I don’t tell them I care,

I show them I care by all my actions that I do with them. So, the one that I just told you

about, I had to call CPS on them, but they will feel comfortable enough to come and tell

me something. Like one that I had to call CPS on, there were drugs in the home and she

saw her mother do inappropriate acts all of the time, but she felt comfortable enough to

tell me that, and she’s comfortable enough to tell me that where she’ll work well for me.

Carmen related how she supports her students when she knows about their home life. Carmen

stated,

Okay, well how do I adjust their environment? I try to make this as neutral a place as

possible where, no matter what their background is, when they come into the classroom.

We’re all on the equal playing field. When they do bring things in, I try to be someone

they can talk to or if they write to me, I write them back. I try to . . . I don’t wanna judge

their parents for their past. I tell them, I’m trying to make them the best person that they

can be. So, I don’t ever criticize or speaking about what’s happening at home ever. I just

try to tell them that my job is to make them smart and successful and just be the best

person that they can be. I just try to be a listener as far as what’s happening at home.

Unless of course it’s abusive or something and then I have to report it. I’m mandated to

report it.

Joseph explains the environment can be seen as culture and as what happens with the student.

Joseph said,

This has a couple sides to it because we have the. . . . It sounds like culturally what they

may be bringing in and then any other issues they may be bringing in or anything else

from home. I guess the biggest way I can say I address it is by the read-alouds we do. I

try to pick read-alouds that reflects the lives of the students in here ‘cause a lot of them

do have family members in jail, a lot of them are fostered, a lot of them are kinda all over

the place. So, I try to bring that in, and then we carefully discuss what’s going on in the

read-aloud ‘cause it’s a little safer with the read-aloud than just having a student point out

that this so-and-so’s a foster, so-and-so’s this or so-and-so’s that. But it’s. . . . Probably

the biggest way we address it in here is by looking at a read-aloud and being able to

target the character, and talk about it, and resolve it, and talk about how we’re dealing

with anything we’re dealing with. That’s a. . . . Yeah, that’s what comes to mind when

you say that.

Code 11: Teacher understands the effect of student’s environment. Participants

related the implications of understanding the student’s environment, and how understanding the

environment was critical to achieving student success. Carmen talked about how she approaches

the students home environment. Carmen said,

I don’t ever criticize or speaking about what’s happening at home ever. I just try to tell

them that my job is to make them smart and successful and just be the best person that

they can be. I just try to be a listener as far as what’s happening at home. Unless of

course it’s abusive or something and then I have to report it. I’m mandated to report it.

Also, I have a couple of foster kids, they tend to be a little more challenging. Because of

their background, the boy had trauma, he was living with his mom and there were issues

going on and now he’s with his dad. The more traumatic or crazy the environment I’ve

found that they tend to act out here at school.

Yomira described her role in helping with the student’s environment. Yomira said,

Well, so then what happens from that is I build really strong relationships with the

parents, no matter what happens, even if it’s good reporting home or not so good. . . . Or

good reporting home or not good, I wanna know how can I help them. So that’s my role

for them. How can we support you? “The child’s not in uniform.” They’ll say, “Well, my

washer broke down and we haven’t been able to wash clothes.” “Okay, can I help you

with that? Could I come by and get your clothes and wash ‘em at my house and bring

them for you or do you wanna come to. . . . Can I give you money to go to the

laundromat? How can I help you in that way?” So, I start to get details of their lives like

that. I’ll call ‘em and just check in and be like, “Is everything okay?” I have a student

right now who’s not on meds for 5 days. Actually, almost 10 now. I’ve called Mom, she’s

like, “We can’t get meds because he needs to go to his next appointment.” “You can’t get

meds at all?” “No.” Well then, I’ve asked around, I found out ways where she could get

some meds till they get to their appointment. And I’ve sent her messages to say, “Hey,

I’ve learned this. You may wanna try this.” And just kind of be there for them and

support them in those hard times.

Rose also described how she approaches the student’s environment and background. Rose stated,

I try really hard to give each child value, importance for who they are and what they

bring to the table. We’ve done little things, like. . . . In don’t know, we’ve done word of

the day in different languages. We’re all learning a little bit of Farsi, or a little bit of

Arabic to give the child that’s learning English some. . . . To help that person be

understood. We’ve researched things that kids have gone through. We spent some time

talking through the war in Syria when we had two kids that came from Syria that were

refugees to help understand what does a refugee camp look like, and what would it be

like, what would the experience be like to be there? So just, I think, encouraging them to

share and helping them understand that their story has worth, and has value, and is a

piece of who they are as a human being. Helping them to feel the worth even if their

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situation has made them feel worthless, that sharing their story can empower not only

them but empower somebody that’s going through something similar.

Joseph approached the student’s environment with reading. Joseph said,

We carefully discuss what’s going on in the read-aloud ‘cause it’s a little safer with the

read-aloud than just having a student point out that this so-and-so’s a foster, so-and-so’s

this or so-and-so’s that. But it’s. . . . Probably the biggest way we address it in here is by

looking at a read-aloud and being able to target the character, and talk about it, and

resolve it, and talk about how we’re dealing with anything we’re dealing with.

Judy said,

Their home environment, we can’t control. We can’t control shoes. If there’s kids that are

coming with shoes, we try to find a pair of shoes. I had a little boy bring a jacket for

another kid today. “I brought this for Liam.” I said, “Is it okay with your mom?” “Yup.” I

said, “Okay.”

Code 12: Teacher provides safe place. Participants related the importance of the school

and classroom as place where students always felt safe. Participants reported that often the

student’s classroom is the only safe place in their environment. Clara reported that safety can

also include the ability to have a conversation without fear of negative repercussions. Clara said,

I think that because I think when they’re worried about safety and stuff that takes them

away from learning. And I truly don’t think we can teach the full potential and get them

to learn their full potential if they’re not feeling safe and secure. And then we start off

every class morning with a morning meeting and we talk about good things. I always give

them a 1-minute share good things. And they know they’re safe. And sometimes when

they’re sharing things, things come up and they’re like, “Oh, I didn’t wanna go there,”

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but then. . . . One time a little girl was sharing a good thing that she got to see her dad.

Another girl said, “Oh, are your parents divorced?” and she looked at me and I said “You

don’t have to answer.” She goes “No, my dad’s in jail.” And I’m like, “Okay, I wasn’t

expecting that.” But there’s another little boy “My mom’s in jail” and another little boy

“My mom’s in jail.” So, even though it was a conversation I didn’t want to hear, it’s like

they knew they were in. . . . They weren’t the only one going through what they were

going through. And it was weird because at the end of the day I was like, “I did not want

that conversation at all.” But the way my kids responded to each other was almost

encouraging. Like “It’s okay” and “I’m right there with you.”

Mary Ellen talked about how her approach to teaching kindergarten struggled when students did

not feel safe. Mary Ellen reported,

I personally observed that in my first year of teaching and my teaching in the second

year. Like what I said, the 6 weeks that I was teaching that class, it was hard and the

students did not feel safe. And there was no learning taking place at all because my

priority back then was safety and it wasn’t happening. So, I don’t think that I was

successful teaching my kids back then. And then the year after, I think it got better,

definitely not perfect, but it got better. So, because the students feel safe, they feel like

they’re comfortable being in the classroom, so they learn and they do feel safe.

Oscar said,

As far as safe learning environment, a lot of the students, whether I know them or not. . . .

As I had mentioned that I work with the younger kids too, they’ll still feel safe to come

up to my classroom and talk to me, just because they have that. . . . It’s relaxed in my

room. They know that they can come up and hang out with their friends and talk to their

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friends or talk to me if they need to or come up and practice. I took it from a TV show,

but when I tell them, “When you come up to my room, it’s Switzerland. Whether there’s

somebody in my classroom that you like or not, everyone is welcome. If you wanna come

talk, come practice, just hang out and talk with your friends, that’s fine.” Also, we built a

recording studio in my classroom. They can come in and record, they can come in and do

podcasts. They wanna get extra work done or just be experimental with their

musicianship, it’s Switzerland, come up and do what you want. If I’m not up there, the

door will be closed, got to do something else, if not, everyone is welcome. If I have a

problem, if they break the rules, they have to leave. But it’s Switzerland, it’s a relaxed

place to go. They can just come and sit and not talk if they just that’s how they wanna be.

If they’re having a bad day and they wanna come and cry their eyes out to me, I will offer

advice, whatever I need to do. I just I keep that safe option for them. If someone’s gonna

come talk my ear off, if it’s something dangerous I tell them like every other teacher,

“Whatever you tell me will stay between us, however, if it’s gonna endanger you, I have

to tell somebody.”

Oscar also explained how feel student’s feel safe by way of music,

Sometimes the toughest kid will come in the room, break down and cry because of their

life at home and they just need an outlet or they need some advice or how to handle the

situation or they just wanna let it out. You know what I mean? That’s just the kids that I

work with. Could be the biggest, toughest kid will just break down like a baby just

because life is hard for ‘em at home. And obviously, if that’s their life at home, they need

an outlet. A lot of ‘em, it’s in their music. A lot of ‘em will pick drums, because anger

issues, they need something to hit, and it’s a safer way to release it than releasing it on

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another student. For a lot of ‘em, music is their outlet, not for voicing their opinion

vocally, through their instruments.

Angie talked about the implications of the student not being safe. Angie said,

Because they are physically incapable of learning if they don’t feel safe. Their brain will

not allow them to. . . . The last thing they’re worried about is. . . . They’re not working

from the right part of their brain to be successful so if they don’t feel safe then they’re

gonna do everything in their power to feel safe and that’s counter-productive to the

learning environment, for sure. That’s number one that has to happen.

Angie also discussed how she approaches safety every morning. Angie said, “But I also try to

touch, every morning I greet the students at the door with a handshake, a high five or a hug. I

really try to just pay attention to changes in behavior, because usually that’s a big sign to me that

something’s going on.”

Code 13: Embraces growth mindset. Participants related the importance of embracing

and sharing how learning is continuous and evolving process for the student and the teacher.

Maria explained,

Here, they have a lot of people that care but they need somebody to tell them it’s okay to

be wrong. So, I think once they realize it’s okay to be wrong and that having a growth

mindset, that’s something huge that we do in my class. Every single day we talk about

growth mindset and I feel like in my classroom not only do I promote academic learning,

but I just feel like building a community with real-life skills also.

Grace said,

They’re even afraid of making mistakes. They wanna be told what to do, and I’m like. . .

It’s like, “You gotta think.” Yeah, no, exactly. And I actually start off the school year

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with the growth mindset activities, and I’ll continue those throughout the year just to

reinforce that they’re gonna make mistakes and let’s learn from them.

Yomira stated the importance of modeling a growth mindset for her students. Yomira stated,

A growth mindset is where myself and my kids are all being changed through the

teaching process. So, I would have to model being changed myself, at the same time, as

I’m training them to make changes towards good choices and a better lifestyle. I have a

really strong philosophy that relationships with these kids are just so important because if

kids don’t like their teacher, they’re not going to work for them.

Oscar stated that growth mindset involves personal growth. Oscar said,

I mean, I hate to say it, even if that hard-headed student never learns one thing they’re

supposed to do, they never master a standard, I mean, we have to teach them how to be

people. Yeah, so it’s more than just standards. Yeah. If they don’t learn how to be people

first, they’re not gonna wanna learn other things. Everybody has things that they’re

interested in. Some people just aren’t good at school and some people will never go to

college.

Angie relates how she prepares the student for a growth mindset. Angie stated,

I think especially when you’re getting in the upper elementary, in order to prepare them

for middle school or junior high, they do have to be somewhat autonomous. And so, I

think that I create a very structured environment in which they, within that environment,

they have freedom. They don’t have to ask permission to do everything. There’re things

that they can do without being asked or without asking or without necessarily guidance

from me.

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Carmen related her growth mindset in the classroom, “I want them to be movers of the society,

and I want them to be successful and independent and be proud of what they know; So, I let

them.”

Clara said,

Yeah, growth mindset, and the district this year has been real big on growth mindset.

And so, in the first few weeks we spent a lot of time and watched some videos and

talking about what it means to have a growth mindset, that we’re just not stuck, I can’t do

it but. . . . Instead of, “I can’t do it, yet.” So, we even applied it. I. . . . Personal

experience, what I think I can’t do but how I could add that word “yet” at the end of it

and it changes it a little bit. And hey, we can try and it doesn’t stifle us. You’re right, I

can’t do it yet, but we can practice and what can we do to get better?

Code 14: Supports student communication. Participants related the importance of the

classroom community and the impact of communication, which moves beyond the traditional

framework of academics and teacher centered education. Maria related that having students

being able to communicate and be a participant in problem solving is key to the student’s

transformation. Maria said,

Yeah, actually we’ve had a lot of issues going on this year with a lot of students cutting

themselves and stuff like that, and so many things going on. One of the girls took it upon

herself, she asked me if she could do this, she said, “Can I make a shoe box and put it in

the class, and if kids need someone else to talk to, if you’re not available, can they talk to

me?” I was like, “Of course.” and so she put this little box and every Friday there’s at

least three or four Post-it’s in there, she pulls them off in the corner and they talk to her,

because she’s a very good listener, and they appreciate it.

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Maria also described the importance of teacher-initiated conversations with students. Maria

stated,

I’ve pulled every single student twice this year to talk to them on one-on-ones, and some

them wanna talk 20 minutes and some don’t wanna talk at all. I’ve found that once I

know more information though it changes my approach with them. For example, I just

found out a week ago, one of my students was born addicted to meth, and it changes your

view and your outlook on that student, instead of getting so frustrated, you have to think

to yourself, their brain doesn’t know any different or they can’t control that on their own

just by telling them to stop.

Carmen said, “I try to be someone they can talk to or if they write to me, I write them back.”

Joseph said, “Just to advocate that teachers talk more with their students instead of at and take a

little extra time to talk to them, like 2-5 minutes during recess; get to know them.” Grace

interconnected the importance of helping the students communicate as a means of peer problem

solving. Grace stated,

Actually, I do have them do some Kagan strategies in the classroom. So, any time we can

collaborate, they’re sitting in groups, heterogeneous groups. And so, I will have them

communicate with their peers often so they can learn from one another. There’s more of

them and less of me too.

Yomira related that student collaboration and decision making are communications points that

help transform students. Yomira said,

And then also we do class meetings every day where we sit and talk about the choices

that are being made, and why. . . . If it’s getting to be a problem, why? What’s causing

these problems? And we kinda do some problem solving together, and I ask for their

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input on a lot of things. We do a lot of collaboration. And then, I guess, from that

collaboration, we move forward with some goals. And then we come back and revisit it,

and say, “Is this working for our class? It doesn’t seem like this time is working for this,

when should be a better time?” That kinda stuff.

Rose reported that communication is essential to understanding classmates, for establishing

empathy for fellow students, and to help parents understand the processes of the classroom. Rose

said,

So, Tuesday is talk day, so we read an inspirational story, and then I give the kids

opportunity and time just to share whatever’s on their heart and on their mind that they’re

comfortable with. That has given me a lot of insight into what they’re going through. I

check in with those kids that are willing to share frequently to make sure that they’re

continuing to feel safe and valued as part of the class environment. It builds empathy with

the other kids. I, of course, encourage parents to be open and transparent with me so that I

can understand what their students are going through, and then I, in turn, am

professionally transparent with my kids because I think in my being a little bit

transparent, they are then able to feel safe.

Code 15: Differentiated leadership for individual students. Participants related that

leadership in the classroom was presented to the whole class, but leadership techniques needed to

be individualized for various students. For example, participants noted that some students needed

coaching to perform at their best, while other students required different leadership approaches to

best serve the individual needs of the student. Joseph said,

Besides the leading by example. I think maybe being in charge of the structure of the day

might be considered some type of leadership technique by leading them to. . . . Hour by

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hour, minute by minute leading to whatever is coming next. Communicating what I

expect from them or my goals for teaching them. Just recently, not recently, but we’ve

been trying all year to communicate how they can set their own goals. Joseph further

explained,

I think that would also go back to goal setting as far as providing them with something to

help them succeed. For example, if they take a test, we look at a specific student’s

answers and talk about, we kind of reflect and talk about what to do next with it. And

what’s gonna happen next? As far as their success goes, that’s about the way I do it.

Clara talked about how her approach to teaching second grade as the initial attempt to have the

students become problem solvers. Clara said, “But I really, as a leader, try to lead them and

encourage them that they can do it in the classroom. And, one of my biggest phrases this year

was, ‘Be a problem solver’.”

Another factor that influenced positive leadership in the classroom is how the participants

viewed their students, and how this viewpoint is successful in the classroom. Rose related,

“You’ll be amazed at how much of your management will come from just liking every child.”

Maria explained how she uses leadership to inspire individual student’s interest. Maria said,

Back in the, I don’t know when, I wanna say maybe 40s or 50s, the 3M Company that, as

we know, has Post-it and tape and stuff like that, they implemented a portion of the

workers’ day where they could focus on something they were passionate about and out of

that project came Post-its. Well, Google took hold of that and they implemented what

they call 20% time for their employees, where they could focus on something they’re

passionate about and out of that came Gmail, came the Google Teacher Academy, stuff

like that. So, they found by letting workers and employees focus on something that they

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care about, they’d get better quality work and stuff like that. So, I implemented that in my

classroom, where we do Genius Hour the first trimester. So, we do an hour a week on

Fridays and it’s where students can come up with projects they’re passionate about.

Maria further explained how the students become decision makers on the classroom. Maria

stated,

They are the ones coming up with their own guided questions. They start with an idea.

And then that idea builds into a project that they’ve taken the lead on. So, I’m not sitting

there telling them what to do. For example, last year one of the girls in my class loved

animals, and so that turned into studying the school-wide fundraiser where they made

handmade dog toys, sold them, raised $385, donated it all to the shelter. They called the

shelter company on their own. I sat there on speaker, they came up with the questions,

they spoke with the adults on the phone. Putting those kids in that role that. . . . People

don’t trust kids, so me giving them the ability to, and the confidence that I feel like that

helps them develop more of a leadership role.

Code 16: Dedicated to grade level of students. Participants related they enjoyed and

dedicated their teaching practice to their current grade level. They also related to have an

improved success with their grade level over other grade levels. The success is described as

being able to build positive relationships, development of two-way communication, by

understanding the student, and by being a more effective classroom leader. Maria explained,

I’ve taught second, fourth, fifth and sixth, I feel like I finally got the most comfortable,

probably when I got to sixth grade, because I felt like I didn’t have to be a lot softer. I

think that once I got to sixth grade, discovering the type of relationship that I could have

with those sixth graders that kinda helped me be more of a leader, because I was more

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real with them instead of telling them what to do all the time, and once they respected me

I felt like I could lead them, maybe more than they had been led before because of that

relationship. So always it comes back to the relationships.

Yomira explains that even though she is successful at her current grade level, her years of

working with different grade levels helped improve her ability to teach and transform herself and

her students. Yomira said,

I think what’s helped me is being in all the different grade levels and really seeing high

expectations for kids and what it was doing. It was really. . . . I felt like I was

underestimating kids in the beginning, and I was putting so much on my shoulders when

it wasn’t really up to me all the time. I mean, it is up to me in the final say, but overall,

it’s a team effort. So, I had to learn to release some control over my class and let them be

kids and strut their stuff really. So, I’m grateful that I never stayed in one grade level for

a lot of years.

Rose explains how she is dedicated to her sixth-grade class. Rose stated,

So, it manifests into self-reflection and relationship-building, so that it’s instrumental in

their development, not just another book that we read. So, each of my units is. . . . Tends

to be a little bit deep, I think, for sixth grade. We do a whole unit on racism and what

does racism look like, and we dig deeper into not just racism but prejudice. Does

prejudice still exist? If so, what does it look like? What prejudices do you hold? Let’s be

honest, let’s not sugarcoat it, we all have them. And I try to be very transparent with them

about my own. This is how I feel when someone’s approaching me dressed a certain way

on a dark street, and is that appropriate? And when does fear become prejudice? Those

sorts of things, we. . . . I don’t know, we get kind of a deep sometimes.

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Mary Ellen related how she is dedicated to developing her kindergarten students. Mary Ellen

said,

So, I try to model what is expected from them, I tell them what we are learning, I tell

them what’s going on and how they can work to achieve their goals like that. And as we

go on through the year, it’s basically just managing how. . . . Like telling them what to do

in a way that they already know, so they know the routines already, they know what’s

expected from them, although we have different goals set for each time. Basically, they

know what’s expected from them. And at that point, I’m leading just by observing how

things are going on, because now they’re doing their centers, and if there’s an adult in

there, I know that they can tell the adult what to do.

Code 17: Vision of student being a lifelong learner. Participants revealed they are

passionate instill lifelong learning into their student’s educational outlook. Clara said, “But then

not just that they’re learning it, but that they’re consciously realizing they are learners.” Oscar is

more direct with his outlook learning, and he said,

I am the music teacher for all of fourth, fifth, and sixth. Kids come up to my room for

music, there’s a lot of opportunity. The younger kids see that and they all want to have

that too. So that’s probably why, but I would hope it’s a little more beyond that. I would

hope that they see something different in me instead of just being the cool teacher.

Because they’re not gonna know until they become my student that, “No, there’s nothing

but hard work in my classroom. I don’t give away stuff, stuff is earned.” And that’s

something they need to learn before they become adults too. Life isn’t an app you can

download and get what you want instantly.

Angie believes practicing problem solving helps students become lifelong learners. Angie said,

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And they keep coming to me, wanting me to fix it. This person is not being fair, this

person is not listening to me or whatever. I just would kind of give them some guiding

questions and then direct them back to their group. I think allowing them to make

mistakes and learn from those mistakes are a big part of what we do. Getting them

rigorous things to do that, through the problem-solving process, I feel like they learn

more that way.

Maria said, “We do a lot of project-based learning where they go learn what they want to learn in

that particular project instead of me spitting out things for them.” Carmen also related,

I set structure. I set parameters, so that the classroom can function properly. It’s different

with every group of kids, but for the most part. And then my job is to inspire them to

learn, to get them excited about learning, to get them curious and want to explore ideas.

But going into 21st century learning, it’s more. . . . You become more of a facilitator for

learning. I guess, try to pique their curiosity and get them excited about different topics.

Joseph’s viewpoint of inspiring students to be lifelong learner comes from his support for

individual student’s needs. Joseph said,

I think what I’d do is probably advocate for. . . . I hate to use the word student-centered

‘because I don’t entirely know what that means, but have a more student-centered

curriculum, or a structured day that’s more student-centered. So, it’s the classrooms, and

the curriculum, and pretty much everything we do in the classroom is about them and for

them versus this. . . . Just a textbook with worksheets in it. Just advocate for. . . . There’s

another word I thought of and it just went away.

David approaches developing student to be lifelong learners by helping them focus on subject

matter, as opposed to only focusing on grades. David stated,

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So, when you open a unit with your kids, you don’t tell them to make a goal, and the goal

is, “I wanna get an A out of this unit or on the test,” the goal is, I wanna learn whatever,

evolution, or the laws of motion, or whatever. And then you do assess periodically, but

it’s like I said, you’re assessing based on what they can do, or what they can show you.

And you evaluate and you say, “Well have you mastered this? You think you’ve gotten

all the way? Based on this, you have or you have not, so what can you do more, what can

you change, what can you do more to make it a little better?” It’s not perfect yet, what

I’m trying to implement, but it’s kind of experimenting and getting there, step by step.

Code 18: Not satisfied with time with student. Participants related that they were not

satisfied with the time spent with students, and that the time needed to develop students was too

short. Rose said,

Yes, but my prayer is that after 180 days of us being together, that not only will I have

helped instill some of those things in them, but that they will have taught me a lesson as

well. And each child I view as a gift, and I tell my kids all the time, “You weren’t put

here by accident, this was a divine appointment 12 years ago. We were just waiting to

meet each other.” So, my hope is that we’ll both instill in each other some level of

success.

Maria talked about the length of time it takes to develop relationships with students. Maria said,

“It takes a good couple of months for the class, my class, to get where we are now; usually by

Christmas.”

Oscar related how differences students and environments makes it challenging to help

students transform. Oscar said, “Yeah, every year’s been different, every kid is different. I think

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the hardest part is just letting them go; graduation time and that’s it.” David communicated

difficulties with understanding student’s needs. Davide stated,

Oh man, that takes some time, cause it’s going through their records first of all, and

seeing who’s foster, who’s homeless, who’s this or that, who’s not. It’s records, data

mining, and then conversations with the kids.”

For the participants, time with students is an individual concern that is related to understanding

the student, building a relationship with the student, or having enough time to help transform a

student.

Code 19: No common understanding of Transformational Teaching definition.

Participants related not having prior knowledge of the Transformational Teaching theory and

how this theory is specifically used as means of practice. However, participants related

understanding of the definition, and used many teaching methods associated with

transformational teaching. Maria said,

I wanna make sure I understand it right, from what I understand, is it more like how

education has kinda transformed from where we were before to Common Core in 21st

century, is that kind of what it means? So, did I say the right thing? If that’s what it is, I

can go explain that more it.

Carmen related, “If I’m honest, I don’t really know a whole lot about what the exact definition is.

I’m not really familiar with the concept.” Joseph said,

This is the first I’ve actually heard a definition of it. I haven’t used it. . . . I wouldn’t say

used it, but I haven’t purposely followed the definition of it or followed that phrase

transformational teaching, specifically. So right now, it sounds like something worth

looking into, but I don’t have much other than that.

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Grace related,

I guess the key word would be environment here. And for me, having an environment

that is conducive to learning is number one. So, I like to treat children as they would

wanna be treated. I noticed that my tone with them is not so aggressive or looking down

upon them. I try to raise them up as much as possible. Yeah and sometimes I do need to

check them. And ask them what should they be doing?

Yomira said,

Transformational teaching would be, to me, a growth mindset where myself and my kids

are all being changed through the teaching process. So, I would have to model being

changed myself, at the same time, as I’m training them to make changes towards good

choices and a better lifestyle. I have a really strong philosophy that relationships with

these kids are just so important because if kids don’t like their teacher, they’re not going

to work for them.

Rose communicated, “You know, I have to admit, I had not heard of it, that is a new term for

me.” Oscar said,

Well, just for answering the question, I think that it would be changing lives. I don’t

know, I don’t see myself as a transformational teacher, maybe. . . . And that could be a

whole bunch of different factors, maybe because I don’t see my former students anymore

and I don’t know what they’re up to or if they’re doing that well, except for a few. Or I

don’t know. I guess it’s something I probably will not know, I can just hope that in some

way I was a transformational teacher in the eyes of my students and I helped them to

grow, to transform and become something better.

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Judy explained,

I think what employers want is different and now we’re trying to meet those needs. So, I

think that’s transformational. And the curriculum is trying to meet that. I have a college

level kid that had a great job for a year. He worked in politics, his candidate didn’t win,

so now he’s looking for a job again. Very strong people skills. And all application is done

online, no one ever meets him. So, it’s hard, and I don’t know how to help. You know?

You’re just stuck. So, I think that’s interesting. That’s transformational. How do we do

that? I don’t think I’m answering your question though. So, for students, we’re

transforming kids into a world we don’t know what’s coming, and I think when I was a

kid, that wasn’t true.

Observations

In total, seven codes emerged from data analysis. Once again, I used the precoding

method to help organize the data into meaningful interpretations of the participants in the

observed classrooms (Saldaña, 2015). As well, during data analysis prominent patterns

developed and revealed the meaning of the data collected (see Table 3).

Code 1: Teacher preparedness. Participants demonstrated preparedness in classroom by

displaying knowledge of subject matter, having lessons ready for use, and having alternative

methods of instruction available for varying circumstances. Likewise, the preparedness of the

teacher depended on the circumstances taking place in the classroom. For example, participants

showed responsiveness to divergent situations that prompted an appropriate response that would

have impact on the possible transformation of the student. Such responses from the participant

supported the students’ feeling of being safe, being able to learn, and develop in a holistic

manner.

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Maria demonstrated, her preparedness by explaining to her sixth-grade class what events

will take place in the classroom during that day. However, during her explanation of class events

to take place, a Lock Down drill alarm sounded. Maria further demonstrated her preparedness by

calmly ushering her students to hiding place throughout her classroom, using a calm demeanor

and voice to guide her students. After 10 minutes, the exercise concluded, and Maria explained

to her students the reasoning for the Lock Down exercise. Maria explained, how her students in

Louisiana experienced hurricane drills, and this experience was similar.

Yomira demonstrate preparedness by transitioning her students from Physical Education

class to mathematics in calm and directive manner that immediately had the students moving

from one type of lesson to the next. Yomira further demonstrated her preparedness by having her

students stand up and place their hands on their hips when they were done answering the algebra

question. During the lesson, a student opened the door and walked in the class. Yomira, calmly

greeted the student from the Special Day Class, and the student went to his seat, and joined the

class in the algebra lesson.

Judy demonstrated preparedness by having students work in journals at the beginning of

the class. Judy walks around the room as student write, and complements students as they write,

and calmly corrects one student who is looking through his backpack. After 10 minutes of

journal writing, Judy calmly has the students put their journals away in their desks, and prepare

for math instruction. However, a student reaches for a laptop computer, and Judy calmly corrects

the student, and moves forward with the math lesson without bringing attention to the student or

interruption to the upcoming lesson.

Rose showed preparedness by moving from one lesson to another in a calm and confident

manner. Rose introduced a lesson about the use of the colon and semi-colon. Rose initially had

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the students complete a grammar worksheet about colons, and walks the classroom checking on

students. Rose, then counts down from 10 to one, and then communicates to the students there

will be a test next week on the use of colons. Next, Rose has the students move into groups of

three or four, and askes the students’ questions and provides sentences that establish what type of

colon is used, according to the type of communication intended by the author. Rose calls on

random students to answer questions. Rose then concludes the lesson and communicates to the

students that they have 30 seconds to prepare for the next lesson. Next, Rose counts down from

10 to one, and instructs the student to go to zero voice. She then turns down the lights, and

communicates to the student that they may place their heads on the table for this lesson. Rose,

then read a book about a 15-year-old boy who was depressed during the winter holidays.

Formal observations took place in the participants’ classrooms. The observations

recorded the actions and behaviors of only the teacher participants. Table 3 provides an overview

of the themes and subthemes established from the participant observation data analysis.

Table 3

Overview of Themes and Subthemes

Theme Number and Developed Themes

Subthemes

Theme 1―The teachers create an

environment for teaching and learning.

Teacher preparedness

Teacher attentiveness

Professionalism

Voice

Eye Contact

Theme 2―Teachers use evolving approaches

to teaching to help students succeed.

Control of classroom

Method of Instruction

Use of space

Code 2: Teacher attentiveness. Participants displayed attentiveness by being alert,

focused, kind, helpful, responsive, and devoted to their students and the teaching practice.

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Oscar demonstrated attentiveness during his music class while he started class and began band

practice. Oscar’s music room includes three recording students, a large practice space,

instruments organized on shelves, and posters of rock legends such as Carlos Santana, Pete

Townshend, and B.B. King. Oscar sits cross-legged in front of his students as his students sit on

the carpet and chairs with their practice drum pads. Oscar responds to student questions, and

explains what is going to happen during the next performance. Oscar then has students prepare

for outside practice. Some students are struggling to find equipment, and Oscar helps the

students find the correct snare drum. While outside, Oscar challenges the students and has them

close their eyes, face their heads up, and asks the students to see if they can drum. He continues,

and challenges to students to only look at the sky while they practice.

Judy showed attentiveness in her classroom. Judy high fives her students as they enter the

classroom. Judy’s classroom is filled with stuffed animals and the desks are set up in bench style.

The walls of the classroom are decorated with student work, books, and maps. Judy begins to

work a math problem with students and ask students to think of why the problems are set up the

way they are. Judy calmly corrects students and provides praise as they attempt the math

problems. Judy continues to challenge the students to think about how the process of math takes

place. Moreover, Judy helps a student contact her grandmother by using the classroom telephone.

Judy ask student if she contacted her grandmother. Judy then redials phone and helps student

leave a message for her grandmother.

Mary Ellen showed attentiveness in her classroom. Mary Ellen instructs her kindergarten

students to work in teams on a project, and claps three times and instructs her students refocus on

their team reading project. Judy is also sitting on the carpet with a student and engaging in one

on one instruction. Judy is sounding out letters with the student. Judy now has “her friends”

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freeze, and get prepared for working in the different centers. The students move to different

centers and work together or individually. Judy continues to work with another student on the

carpeted sitting area. Judy then moves to centers and checks on her students.

Code 3: Professionalism. Participants displayed professionalism in the classroom during

learning and classroom business time periods. For example, participants did not yell at students,

did not use negative language with students, did not intentionally humiliate or shame students.

Furthermore, the participants displayed professionalism as they corrected student behavior in a

method that was peaceful, quick, and reengaged the student back into the lesson.

Maria demonstrated professionalism in her classroom by use of her calming voice, use of

positive language, hand claps, and demeaner during various interruptions. For example, when

Maria is ready to get the attention of the students, Judy claps her hands three times in succession.

Additionally, Maria demonstrates active listening as students discuss their reading assignment,

The Martian. Maria is interrupted three four times during instruction by phone calls. During

these interruptions, Maria maintains her calm demeaner, level tone of voice, and promptly moves

to instruction after the phone calls. Additionally, Maria thanks her students for being on task.

Joseph showed professionalism in his classroom by being prepared with his lesson on

shapes and angles. Joseph sat in a lowered chair so that he could be seated at near eye level of

the students. Joseph’s students were seated on a carpet near the front of the classroom, near the

whiteboard. Joseph incorporated chart paper, and an iPad during his lesson, and had the students

work with partners. Josephs further demonstrated professionalism by helping struggling students

discover how to solve problem, providing more examples, and by demonstrating active listening

techniques as the students explained and discussed solving the problem.

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Code 4: Eye contact and Facial expressions. Participants demonstrated meaningful eye

contact as they engaged with students. The eye contact from the participants helped form a bond

with the students during lessons, and during times of distress. The uniqueness the teacher’s eye

contact, also included facial expressions that demonstrated empathy, concern, encouragement,

and support as interactions took place between teachers and students.

Grace shown meaningful eye contact and facial expressions during a lesson where she

made a mistake in her presentation of improper fractions. During her demonstration lesson,

Grace decomposed the improper fraction 9/4 into a mixed fraction, and a student objected to

Grace’s answer to the math problem. During this objection, Grace compassionately looked at the

student, apologized, and thanked the student for her observation of the mistake. During this

exchange between Grace and the student, Grace did not show unnecessary dominance or

embarrassment during this exchange, which in-turn empowered all of the students.

Clara demonstrated meaningful eye contact and facial expressions during the morning

meeting with her students. During the meeting, the students form two different types of circles.

One circle is called the Sharing Circle, where students form a circle around another smaller

circle. The other circle is named the Strength circle, where students form a large circle. Likewise,

during the morning meeting, Clara modeled how students should respond by using meaningful

eye contact and respectful facial expressions as the other students shared their experiences. Clara

also related, “You are going to greet the person with a handshake and eye contact, while they

share a great moment, or favorite moment.” Also, Clara smiled at each student as they share their

personal moments.

Code 5: Control of classroom. Participants demonstrated natural control of their

classrooms without threatening or aggressive actions. Teachers remained calm, used simple

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control techniques, if needed, and acted as they were in control of the class, and the events taking

place.

Rose showed control of her classroom as she moved from one lesson to the next lesson.

Rose counted down from 10 to one as she prepared the students for the next lesson. She also

reminded the student that they will be taking notes. As the new lesson about political parties and

elections takes place, Rose calmly redirects a student to him stay on task, and smoothly moves

onto the CNN program that is now part of the lesson. Rose turns off the video from CNN and

engages the students in questions about lesson. Rose uses laughter and student comments to

facilitate a question and answer session with the students. Rose then provides a high level of

reinforcement to the students by stating she is proud and that they are making great

improvements. Rose moves forward in the lesson, and reminds the students about how an

audience should behave by listening and asking clarification type questions to the presenter.

Rose sits as a student presents their presentation and models proper audience behavior. At the

end of the presentation, Rose claps and high fives the students. Rose also corrected behavior by

using a soft voice and reminders for further presentations.

Mary Ellen demonstrated control of her classroom by using a calm, simple, and

compassionate approach. Mary claps three times has students focus their attention. Mary Ellen

then asks her students, “Do you remember what to do here?” Mary Ellen then claps three times,

and then three times more, and informs students of snack time. Mary Ellen then begins to hug

students as they get ready for snack time.

Carmen demonstrated control of her classroom at 10:00 a.m. in the school day. While

beginning a test, Carmen notices Group Six is talking, and marks on board. She then instructs,

“when you get your paper, write on paper how much time you are going to need take the test,

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and when I see the back of the test I will know you are ready.” Carmen continued to walk around

the room. Carmen then said, “I want you to check the other persons paper, to check they have the

name date and time on the test.” Bell rings, and she states, “Alright my silly’s, when I say go

everyone will go. Carmen walks around, whispers to student, and checks on students taking test.

She whispers again to a student, holding her timer, as she continues walking around checking on

students, as they work quietly on test.

Code 6: Method of instruction. Participants demonstrated method of instruction that

supported student participation, student opinion, and personal growth. The teachers used method

of instruction that were conversation based as opposed to the teacher lecturing the students, and

the students merely being recipients of the given information.

Oscar’s method of instruction for his music and marching band class is authoritative, but

he also involves that students in the process of learning about music theory, playing style, and

proper methods of marching band behavior. For example, Oscar asks the drummers about the

potential of drum section to become the loudest in the band. Oscar asks, “And please tell me

why.”

Maria’s method of instruction incorporates a high level of student participation, group

work, and inquiry-based instruction. Maria moves over to the students sitting on the couch and

engages in a conversation with them about the project they are completing based on them living

on the planet Mars. Each student is part of a group that will help build and sustain humans living

on Mars. Maria continually engages in conversations with the students and asks for explanations

of the groups decisions that are based on their roles on planet Mars. Maria then claps her hands

to get students attention. Maria then explains that the students are the leaders of the humans that

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are moving to Mars, and that the groups must agree to create the packing list for supplies to

colonize Mars.

Joseph’s method of instruction allows for his student to make and learn from their

mistakes as he teaches mathematics. While demonstrated Quadrilaterals, Joseph asks his students

to discuss the different shapes. He then asks for more details and has the students write down the

attributes of each shape that he shows in the chart paper. Joseph then asks, “What makes it

special?” Joseph walks around and continues to check on students.

Code 7: Use of space. Participants demonstrated positive uses of classroom space, even

though many classrooms where small, modular, and aging. Although, one modern classroom was

observed. The spaces the teachers created were clean, organized, provided for group work,

specialized small group, or individual work, and places to read in a comfortable setting. All

classes rooms also included a separate in-class library for students to read.

Maria’s modern classroom included coaches on the back wall, multiple seating areas,

beanbags, separate work areas, high desks with stools, carpets, pillows, and ottomans for

individual students to use as desks or seats. Maria’s classroom was well lighted, incorporated

large windows looking outside, with electronic blinds. Maria’s is experimental and used as case

study to investigate how the design supports students learning and success.

Carmen’s classroom uses a large television on the left side of classroom, a white board on

the right side of the classroom, and a carpeted seating area in the back of the classroom. The

desks are arranged so that there is space in the middle of classroom, and to allow for students to

work in groups.

Josephs’ classroom incorporates a seating area near his desk, a large carpeted area for

student to engage in instruction, a large television, and whiteboard. He also utilizes an iPad, chart

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paper, and a lowered seat for himself for the carpeted seating area. Josephs’ classroom includes a

library and carpeted reading near the rear left area of the modular classroom.

Mary Ellen’s classroom is part of the original school buildings. Her classroom is large,

incorporates a large carpeted seating area that faces the whiteboard. Although the carpeted

seating area also includes mini learning areas and a small library. The classroom is very neat and

clean, and the classroom walls display student work. The students’ desks are arranged in manner

to support group work.

Rose’s modular classroom incorporates a separate work area near her desk, and the

students’ desks are arranged in two separate curves that face the whiteboard. There is a separate

library in the back section of the classroom, and student work is displayed in the walls of the

classroom. There is also a large television on the rear wall of the classroom. The classroom

allows for students and the teacher to easily move around and work in teams.

Clara’s classroom is also modular. Her classroom is set up to accommodate 30 students.

The students’ desks are arranged in rows. There is a large and separate library and a separate

working area for students. The Library contains pillows, and beanbag chairs for students. There

displays of student work, and various forms of art on the classroom walls. There is a separate

carpeted sitting area near the front of the classroom, where there is room to conduct their

morning meetings.

Chapter 4 Summary

The data analysis revealed that teachers use similar and unique techniques to help

students learn and succeed. For example, teachers displayed leadership and taught leadership in

the classroom by involving the students in decision-making processes, and by giving students

responsibilities in the classroom beyond that of participating in a lesson. Additionally, some

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teachers used various methods of understanding their students’ lives through journaling, group

talk, morning meetings, letter writing, and providing a place to hang out.

Likewise, the data revealed the teacher’s awareness of their students’ lives and how their

environments impacted learning and student success. Teachers also understood that success in

student achievement are diverse as the students they were teaching. All teachers understood

achieving set standards were important to student success, but the teachers also recognized that

individual successes were just as important to many of their students, considering the

environments, and amount of toxic stress many of the students’ experience.

In the end, the teachers did not approach transformational teaching as methodology for

helping serve students, although they all incorporated a dedicated framework for helping

students succeed beyond the established rigors of instruction and curriculum.

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Chapter 5: Discussion and Conclusion

Transformational teaching implies teachers understand their students’ needs (Braun-

Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed,

2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012; Taylor, 2017). With this knowledge of

understanding, the teacher then prepares and creates a new teaching environment to help the

student move towards success (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo,

2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012;

Taylor, 2017). Currently, transformational teaching researchers focus this understanding to

develop a mutually agreed upon goal between the student and the teacher (Braun-Wanke et al.,

2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer

et al., 2014; Slavich & Zimbardo, 2012; Taylor, 2017). The researchers concluded that the

student had the ability to define their goals and create a means of achieving personal

transformation with the assistance of their teachers (Braun-Wanke et al., 2015; Day et al., 2016;

Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich &

Zimbardo, 2012; Taylor, 2017). However, this mutually agreed upon student-centered goal

focuses on college age students with no indication of environmental influences or toxic

experiences.

In contrast, this case study, focuses on teachers who teach primary age school children,

mostly from ages 5 to 11 years old, although one middle school teacher was interviewed, and his

students ages ranged from 12 to 13 years old. The case study teachers all served students that

most likely have experienced environmental stress, and have various levels of learning abilities,

and the student come from a wide variety of diverse backgrounds. Unfortunately, the students’

environment can be a main component in the students experiences of high levels of toxic stress,

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and this in turn can lead to major challenges in academic and social successes (Dupéré et al.,

2012; Fram & Dickmann, 2012). Toxic stress negatively impacts students in multitude of ways

to include learning abilities, student performance, and behavior (Dupéré et al., 2012; Fram &

Dickmann, 2012). In addition, teachers might need to examine how the student’s experiences

have created stress for the student, and how these stressors impact the student’s ability to learn.

To support student’s success, teachers might examine how the student’s environment impact the

student’s ability to perform complex tasks, such as those associated with active learning, students

centered learning, and projects where students are tasked with examining problems and

developing solutions while working with other students.

Lastly, in support of the student’s success, teacher might examine how the student’s

environment, and toxic stress impacts behavior in the classroom, in the school community, and

the larger community associated with the student’s life. Equally, the students’ behavior might

impact the student’s ability to become successful and perform at higher levels, and in turn the

teacher creates an environment where the student can attempt to move towards goals that will

eventually lead to the success.

In this multiple case study, teachers, using transformational type teaching techniques, and

frameworks associated with transformational teaching, created approaches to help the student

succeed in an individualized manner that served the needs of the student. Although traditional

viewpoints of transformational teaching associate the student and teacher collaborating a shared

goal for the student’s success, researchers viewed this type shared goal as transformation in

cognitive expansion, and eventual success of an older student entering the workforce (Braun-

Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed,

2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012; Taylor, 2017).

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Likewise, the participants in this study revealed they are faced with a multitude of

challenges when serving students’ needs. These challenged included students that experienced

high levels of toxic stress, often associated with violence in the home, and violence associated

within the student’s community. Additionally, the teachers in this case study served student

students that experience homelessness, parents in prison, poverty, drug use in the student’s

environment, bullying, and placement in the foster care system.

In the changing society, teachers must be prepared to adjust their curriculum and

pedagogic approaches to serve the student in a holistic framework. With dedication, this holistic

approach will help the student be more able to take on the rigors and challenges of demanding

21st century curriculum, skills, and preparedness to work in a global environment. Moreover,

teachers must become masters of the effects of stress, and the effects of environments have on

students, as the teacher must continue to become masters of the changing academic requirements

needed to be successful in a challenging society.

In this chapter, I will present a summary and discussion of the study’s results and how

these results are connected to prior studies and constructivist learning theory. Next, I present the

implications associated with transformational teaching in the framework of teachers serving

child students. Lastly, I provide a declaration of the limitations associated with this study,

recommendations for further research, and a concluding summary of the study.

Summary of Results

The instruments used to gather information for this case study were semistructured

interviews and observations of the same participants. From the semistructured interviews and

observations the participants in this study revealed a wide variety of pedagogic approaches to

teaching, student support, and learning. However, each teacher distinctly revealed the

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environmental, and social challenges that influenced their students’ learning, behavior, and

possible successes. For example, all of the participants focused their teaching expertise and

design of curriculum to help the student in a well-rounded student-centered approach, as opposed

to focusing exclusively on mastery of subject content, and test results. Likewise, traditional

approaches to teaching and learning were also incorporated into the teacher’s pedagogic

approaches, as were the teaching approaches that focused on the social health of the student.

Social health of the student is understood as the means of the student’s ability to interact with the

student’s community and environment in a positive manner (Umberson & Montez, 2010).

The participants further recognized their roles in teaching and classroom leadership by

assisting students in complex decision-making processes, student leadership roles, and

collaborative learning situations, which helped students achieve possible successes in the current

and future work place. For example, the participants understood the challenging environments

the students experienced, but continued to frame the curriculum in a manner that helped the

student move toward achieving more complex task often associated the global work

environment.

Equally, the teachers’ practice also incorporated the need for the students to develop

processes to understand and transform their often, negative experiences, into more supportive

and healthy frameworks to learning, and integration into society. Although each participant

understood the necessity of transforming the student from their experiences, the teachers did not

specifically characterize their teaching practice as transformational. Likewise, each teacher in

this case study revealed a deep passion and a type of professional affection or love towards the

students they served.

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Discussion of Results

Results: Research Question 1

Research Question 1 asked how teachers use transformational teaching as a teaching

methodology in their teaching practice. In this case study, the teachers did not directly associate

transformational teaching as an approach to teaching practice. In turn, the participants did not

have knowledge of the meaning of transformational teaching as used in this case study, or the

meaning of transformational teaching which is associated with a framework for student teaching

and improvement (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder,

2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo, 2012; Taylor, 2017).

However, each participant believes in the transformation, and improvement of the

students’ lives and learning as the framework for the teacher’s mission. For example, each

participant is actively and fully dedicated to helping students improve their personal and

educational lives, and each teacher makes attempts to better understand their students’

environments for the purpose of serving the student through multiple approaches of classroom

instruction, communication, and the teacher’s availability to learn about the student by using

school resources.

Moreover, the teachers in this case study created environments dedicated to helping the

student having the ability to communicate with the teacher, and other students within the

classroom community. These environments included morning discussion circles, in which the

students gathered in a large circle and participated in a shared discussion. The teacher also

incorporated student journaling where the student is given prompts that directed and allowed the

student to communicate with the teacher. Other means of student communication including

writing in class letters from the student to the teacher, and creating an environment where

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students have the opportunity to communicate and share. The teacher created communication

environments often took place at the students’ lunchtime, where students had the ability to eat

and be a part of community often located in the teacher’s classroom.

Likewise, each participant related they were not trained during their teacher school to

fully understand how the students’ environment will have an effect on educational and social

success. In each case study, the participant indicated that they experienced a significant learning

curve during their first years of teaching. The teachers also indicated they received significant

support during their beginning years of teaching, and that the support helped provide the efficacy

needed by the teacher to adapt to the current and changing teaching environment. In turn, each

participant eventually adapted to the student’s environment and created a classroom culture that

supports complete success of the individual student, as opposed to adapting generalized norms

and support of the status quo that is often associated with highly at-risk students.

Notably, the participants reported support from their current school’s leadership, and the

teachers reported implementation of teaching practices, directed from school leader and district

leadership, to specifically help student adjust and improve from their negative environmental

experiences. Lastly, the teachers in this multiple case study felt it was their duty and mission to

help serve student beyond that of academia. The participants often stated their motivation for

teaching practice was a calling from a higher, divine order, or the teachers reported they had a

deep personal responsibility to help their specific students improve their lives. For example,

some participants indicated they were specifically placed in the teaching profession by a higher

power that is related to religious practice to specifically serve students. Additionally, several

participants transformed their professional lives of business and other employment to that of

teaching for the purpose of serving students in the classroom. The majority of teachers in this

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case study also have years of experience working with the student population, and did not

indicate that they were moving to other areas to serve a different population of students. This

type of service from the teachers possibly indicates a viewpoint that is inherently dedicated to

serving this student community, which is an expansion of the passion the transformational

teacher possession for their dedication to help students succeed.

Results: Research Question 2

Research Question 2 asked what new information or knowledge was learned from

teachers using transformational teaching as framework for teaching practice. Although the

participants did not directly use the transformational teaching theory as means of teaching

practice, the teachers revealed new knowledge that is associated with transformational teaching.

The participants related, to serve highly at-risk students in an effective manner, they must design

curriculum and use pedagogy that is based on the whole transformation of the student, as

opposed to focusing on academics and current test results.

Moreover, the participants’ students needed holistic approaches to transformation if

future assessment results were to be considered generally successful. For example, the case study

teachers recommended a wide variety of approaches to help student achieve success. These

approaches included the students be able to communicate their negative experiences in a manner

that was not threating. The students’ communications were applied in daily classroom activities,

and with methods that allowed the students to communicate using a rage of approaches. These

communication approaches included: morning communication circles, where students

communicated with each other, letters to the teachers, journal entries made by the students, and

one-on-one opportunities where students are able to communicate with the teacher. The teachers

also revealed, additional support is need to help transform their students. These additional

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methods of support included basic needs, such as food, clothing, shelter, love, community

socialization, teacher student relationship, safety and trust. All too often, the case study teachers

reported that they supported student with clothing, and food. One teacher adopted her student

because she understood the need for her student to feel safe and loved, like her own biological

child had known. For example, participants related that having the students know that they are

loved or cared for by someone in authority, such as the teacher, helped the student communicate

more easily, and feel safe in the school environment. These teacher actions also created trust

between the student, the teacher, and the school community, which deepened the relationship and

understanding of the student lives, so that the teacher could develop different pedagogic

approaches, and curriculum designs more suited for the student.

The participants also noted hey understood the necessity of insuring the students knew

and understood that the school and classroom were safe areas for the student. Often, the teacher

in this case study reported the students recounting that the school was one of the safe areas in

their lives, as compared to the environment outside of the classroom and school. The teachers

also indicated that it was necessary to help the child student understand the school was a place

where the student had the freedom to express themselves, to act as child, and make mistakes, and

to interact with a wide variety of other people with different backgrounds and beliefs.

Lastly, each participants directly related that a type of love or deep passion for helping

other people is needed to help transform students of highly at-risk environments. For example,

the teachers indicated their students of suffered from rejection and neglect from their parents,

families, and community, and it was necessary for the teacher to show care to the student to gain

trust, and to establish a means to begin the process of transforming the student towards their

success. However, each participant revealed they each had a natural care for children, and most

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of the teachers revealed that they always had a natural tendency to help other people at during

most stages of their lives.

The teacher experiences indicate there is substantial personal beliefs in helping students

succeed and that teaching from these participants is type of calling as opposed to a profession.

Moreover, the teachers also related they were supported and were able to take risk when their

teaching practices were centered on development and adaption to their students changing

environment. The next section of the dissertation transitions from the participants experiences as

they relate to transformational teaching practices, to how the data results relate to the literature

reviewed in this dissertation.

Discussion of the Results in Relation to the Literature

Transformational teaching is an agreement made between the teacher and student for the

purpose of the student obtaining knowledge and personal growth (Slavich & Zimbardo, 2012).

The case study teachers did not identify with a specific framework of ideology associated with

transformational teaching. However, participants reported similar viewpoints related to literature

based on transformational teaching for adult students, as opposed to child aged students (Braun-

Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed,

2012; Shatzer et al., 2014; Slavich & Zimbardo; 2012; Taylor, 2017). Current research on

transformational teaching does not separate ages and student learning experiences that are

typically associated with a child as opposed to adult students that typically have a more advanced

understanding and awareness of how the world around them impacts their abilities to perform

and succeed (Slavich & Zimbardo; 2012; Taylor, 2017).

The literature related to transformational teaching is limited in the depth of understanding

the realm of the theory’s implications, and does not include a specific or inclusive process that is

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dedicated to serving the whole students. Participants indicated that they apply a variety of

teaching techniques designed to help the whole student in a holistic manner. Likewise, the

transformational teaching framework implies that teachers practice so students move beyond the

traditional academic successes and view transformation as an individualized goal based on the

students’ needs (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder,

2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo; 2012; Taylor, 2017).

Participants reported the need for teachers to understand the specific requirements and

experiences of the student, so that the teacher can create a new educational environment to serve

the specific student. Nonetheless, transformational teaching specific literature is limited in the

requirements needed by a range of diverse students, but provides a generalized framework for

serving all students, as opposed to understanding the needs of diverse student population (Braun-

Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed,

2012; Shatzer et al., 2014; Slavich & Zimbardo; 2012; Taylor, 2017).

Equally important, participants did indicate they practice similar teaching techniques that

are directly associated with transformational teaching. Transformation teaching theorist reveal

that there are teaching practices that teachers should use to help student achieve success. These

practices include active learning, collaboration, personalized attention and feedback for students,

the teacher’s actions and behavior in the class, and the teachers understanding of the student’s

environment (Beauchamp, Barling, & Morton, 2011; Kumi-Yeboah & James, 2012; Slavich &

Zimbardo, 2012). In association with transformational teaching theory, the participants revealed

they use all the teaching techniques associated with transformation teaching that is reviewed in

this dissertation. Additionally, the participants did not have prior knowledge of the key elements

of transformational teaching practices.

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Additionally, participants noted strong understanding of how the students’ environment

can negatively impact the students’ ability to learn, perform, and obtain success. Researchers

makes a claim in the correlation of the students’ environment, and ability to learn at high levels,

perform at higher levels, and becoming successful (Braun-Wanke et al., 2015; Day et al., 2016;

Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich &

Zimbardo; 2012; Taylor, 2017). However, researchers of transformational teaching specific

literature did not discuss in depth the intricacies of the student’s environment in relation to the

student’s ability to obtain success in academics, and obtaining possible success in the greater

society (Braun-Wanke et al., 2015; Day et al., 2016; Judge & Piccolo, 2004; Pounder, 2014;

Shanker & Sayeed, 2012; Shatzer et al., 2014; Slavich & Zimbardo; 2012; Taylor, 2017).

Participants also related knowledge of the different elements associated with the students’

environment. All participants were fully away of the implications of students experiencing toxic

stress due to fear, family problems, crime, poverty, homelessness, and social exclusionism that is

related to hostility and discriminatory worldviews of society. In this case study, all participants

noted the necessity to learn about the student, and adjust practices to help the student succeed

(Barrett et al., 2012; Kushnir & Sadeh, 2010). Nonetheless, researchers of transformational

teaching did not indicate particular student experiences that might imped student success

(Slavich & Zimbardo; 2012; Taylor, 2017). Each participant experiences with the student

environment and the student stress directly related to the individual researcher of the particular

problem impeding student success that is reviewed in this dissertation.

Researchers of transformational teaching specific literature are limited in their approach

to understanding the students’ viewpoint of the transformational teaching theory, and there is no

indication that researchers attempted to examine how child students understand transformational

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teaching practices (Slavich & Zimbardo; 2012; Taylor, 2017). Likewise, as the teacher attempts

the understand the students’ experiences, the students themselves will struggle with

understanding the implications of their environments, and how their environments impact new

knowledge and possibilities of success (Nolan & Richards, 2014; Slavich et al., 2012; Shatzer et

al., 2014). Although, teachers acknowledged having a key role in student support to transform

their lives, teachers did not indicate the students acknowledging their roles in the

transformational teaching processes as shared experience (Braun-Wanke et al., 2015; Day et al.,

2016; Judge & Piccolo, 2004; Pounder, 2014; Shanker & Sayeed, 2012; Shatzer et al., 2014;

Slavich & Zimbardo; 2012; Taylor, 2017). This lack of acknowledgement by students is

experience because the participants did not indicate their prior understanding of the

transformational teaching practice, and otherwise would have not indicated to their students the

main element of a shared outlook of how the student will grow and become successful (Slavich

& Zimbardo; 2012; Taylor, 2017).

Also, the participants revealed that the individualized attention and feedback for their

students provided a waypoint for the student to achieve individualized goals. Participants also

discussed that each student’s success were diverse and were individualized for the purpose of

helping the individual student as needed. For example, kindergarten students might have a goal

of working with other students, while sixth-grade student might have a goal of moving up one

reading level, regardless of the level at which they were currently assessed.

One of the key elements of transform teaching is a shared vision of how the student is

going to success (Slavich & Zimbardo; 2012; Taylor, 2017). In this case study, participants

tailored their approach to student success as an individual need that spans various types of goals.

The teachers revealed individual student goals ranged from academic improvements, behavior

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changes, gaining trust of the school community, the ability to communicate, and the development

of self-efficacy by the student to participate in problem solving and student-centered approaches

to mastering subjects.

Limitations

The limitations of this multiple case study are restricted by the researcher’s abilities as an

observer, interviewer, and by the biases formed from educational experiences (Hatch 2002;

Merriam, 1998). Naturally, limitations occurred by amount of case study participants, the

location of school sites, and the demographics associated with school sites. However, the

participants ranged in experience, grade level taught, and demographic information.

Furthermore, the study was limited to the amount of time spent interviewing participants, the

length of time observing the participants teaching in the classroom.

Sample

This multiple case study was limited by the number of participants. An initial number of

20 participants was desired for this case study to provide for larger saturation. However, 12

participants from multiple schools, in one district, decided to take part in the study. The study is

also limited to the data gathered from each participant, which is formed from their own beliefs

and experiences (Creswell, 2013; Merriam, 1998). Likewise, the participants were chosen using

the purposeful sampling method. This method of selecting possible participants is ideal for

providing an in depth understanding of the phenomenon, however the small number of

participants provides limitations of providing generalizations to a larger community (Booth et

al.; Creswell, 2013).

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Study Design

This multiple case study is limited by my conception of the study’s interview questions.

Further limitations occurred by observing the participants in the classroom due to time, natural

and manmade events, and participants perceptions of the study (Creswell, 2013; Merriam, 1998).

Moreover, the study design is limited by my experience as a researcher.

Research Method

This multiple case study was designed and completed to reveal more understanding and

additional practices of transformational teaching theory. The data collected in this study reflected

the accounts of 12 participants experiences. Limitations also occur from the perceptions the

participants own teaching practice, perceptions of the students they serve, the community the

participants work in, and the effects of the participants own environment. Likewise, the data

collected and analyzed from this case study revealed themes that are possible unique to this

group of participants. The uniqueness of the developed case study themes does not provide a

generalization for all teaching practices.

Data Collection

Limitations in data collection occurred from the actual processes of data collection from

the semistructured interview questions, and from data collected from the observations. For

example, the semistructured interview questions provided a foundation of understanding the

phenomenon as experienced by the participants. However, the data collected revealed a minute

amount of understanding from a small sample of participants, and further interviews would have

added a more in depth understanding of the teacher’s experiences. Additionally, participants

indicated that they were worried if they answered the question correctly, and this response from

the participants indicates that they were possibly framing their answers to please the interviewer.

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However, additional discussion with the participants allowed them to attempt to reveal their own

experiences and understanding of the questions asked, as opposed to what is the correct answer

to a question. Equally, the semistructured interview data provides a foundation for expansion and

further data collection processes for future studies by revealing new experiences of teaching and

personal vocation that is possibly associated with transformational teaching and the ability to

achieve student success.

The data collected from observations are limited due to the small amount of data

collected from the participants. For example, a broaden expansion of the phenomenon will

possibly occur with a larger sample size (Creswell, 2013). Additionally, observations took place

at an agreed upon time and day, and the teachers were prepared for the observation. It is possible

the participant prepared lessons for the purpose of the observation. However, my intentions were

to document the behavior and actions of the teacher as they took place, in a natural setting a

possible (Creswell, 2013). Likewise, participants reacted to changing circumstances and

behaviors of the student as they occurred. As such, the data collected from the observed

participants provides a foundation for further research of the phenomenon.

Implications of the Results for the Practice, Policy, and Theory

The practices associated with the education of children when associated with

transformation teaching reveal results and implications of possible improvements in students’

successes. The implications of the study’ results imply that policies must be aware of

transformational teaching theories to better serve students. In this section of the study, I discuss

the implications of the study’s results based on constructivist theory, and the practices and

policies associated with transformational teaching.

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Practice

Teaching practices have changed to accommodate urban school populations, as new

understanding of students becomes acknowledged (White, Brown, Viator, Bryrne, & Lorraine

(2017). Transformational teaching supports the change for teaching practices by incorporating

development of the student in both academics and personal achievements (Slavich & Zimbardo,

2012). Participants reported they are in a constant state of adjustment and adaption to the

changing school demographics and environment of the community. Each participant also related

they are eager to find new practices and eager to learn about their changing community of

students and stakeholders. The implications of this study provide additional insights to support

that transformational teaching practices may have a significant impact on the success of the

student in both academics and improvement in a student’s personal life. New and current

teachers may use the findings of this study to help them implement transformational teaching

practices to help serve their changing and highly diverse student population.

Teacher responsibility. Teacher are in the forefront of implementing and acceptance of

new policy and practices. Teachers should model their teaching practice after transformational

teaching to form a framework and community wide acceptance of being a transformational

teaching school that is dedicated to serving the needs of the whole student. For example,

implementation of transformational teaching and acceptance may first be completed by self-

identifying as a transformational teacher. Teachers should model the transformational teaching

practices with an emphasis on the transformation of the individual student. Teachers should also

continue to use their expertise and experience as a main support for transformational teaching.

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The reasoning of this support is to integrate teacher experiences, tacit knowledge, and guidance

to create a framework for the transformational teaching practices used at the school district.

Development of practice. Next, teachers may cocreate a theoretical outlook and teaching

philosophy that mirrors key elements of transformational teaching. Then teachers should create

new curriculum and pedagogic practices, and integrate current practices to form a

transformational teaching practice guideline that current and preservice teachers can use to help

them practice transformational teaching. Teachers should have a significant role in development

of the transformational teaching practices used in the school and district. The teacher in this case

study have years of experience in the school district, and choose to serve their community.

Subsequently, teachers should continue to support other teachers in holistic manner to help

continue development and understanding of the environment and changing community they

serve.

Teacher support systems. Likewise, teachers should create meeting times to analyze

transformational teaching practices, and the current and future community that the teachers

serve. Teachers should also develop support systems for struggling teachers that are designed to

mentor, and guide teachers towards continued improvement. Although participants stated the

current support practice in place, the participants also noted there are no current support systems

that allow teachers support beyond professional development. The focus of these support

systems is to provide stability of teachers in the school system, as the challenges of teaching

evolve to support changing environments.

Expand professional development. Current teachers should be directly involved in the

creation of professional development for transformational teaching practices. Participants shared

experiences that have accumulated from years of experience. Additionally, participants noted

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their interest in helping other teachers, and direct involvement in past and current teacher

coaching, and professional development trainings for other teachers within their school district.

Likewise, teacher involvement in the creation of transformational teaching professional

development opportunities may help in the creation of realistic and current understanding of

transformational teaching that serve current and future students.

Lastly, teachers should work with school administrators in the development and

implantation of transformational teaching as the framework for serving the schools districts

students. The teacher and administrative bond should be further developed as means of

implementing the transformational teacher practice as the theoretical outlook of the entire school

system. Teachers and administrators should use transformational teaching as means of possible

self-improvement. Teachers and administrators may incorporate the transformational teaching

techniques into their own learning experiences as a means of holistic development for teachers

and administrators.

Policy

This study revealed and identified the individual experiences of teachers who use

transformational type practices in their classrooms and recommendations to improve

transformational teaching practices. This study identified the study’s participants did not identify

with transformational teaching, but the teachers used elements of transformational teaching

practices, expanded supporting practices, and theoretical viewpoints to help improve students in

a holistic manner. Participants shared they were well supported in discovering methods of

practice to help serve students in a holistic manner. Moreover, the participants’ shared their

school district implemented holistic approaches to help better serve students that facilitate

student and teacher communication, and personal growth of student. Additionally, participants

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relayed the administration’s support in using practices that helped teachers become familiar with

the students’ background, and environment. The implications of these finding may help school

systems develop and implement transformational teaching practices to help current and future

students. Moreover, the identification of these finding may help develop new teacher education

curriculum by implementing the finding from this study to create future preservice teacher

education, and current teaching professional development programs.

Preservice teachers. The teachers in this case study revealed having little knowledge

preservice knowledge of how to serve students who have experienced toxic stress from

experiences in their environment. Moreover, participants revealed high levels of struggle as they

entered the teaching professions as new teachers. In response to these shared experiences,

teacher education programs should focus on the challenges of serving students in high needs

areas, and those students that specially have experienced trauma, and toxic stress due to

environmental experiences.

Teacher preparation programs should incorporate the current needs of teachers to help

students in a holistic manner that focuses on helping students examine current problems, and

approaches to problems to help the student to eventually succeed. Teacher education programs

should examine current teaching practices of high needs school districts and gather information

from experienced, and newer teachers to form teacher education curriculum that focuses on

helping teachers adapt to and understand the complexities of current student and stakeholder

communities they may serve. Lastly, teacher preparation programs should adopt a theoretical

framework based on transformational teaching so that teachers have a foundation of

understanding and practices that are dedicated at complete development of students, which

incorporates whole student improvements. Teacher education programs should also prepare

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teachers to view teaching practices as a shared experience with the teacher and student, and other

stakeholders. This shared experience helps provide the student with various form of contribution

into their own education, which aligns with transformational teaching practices, and the

constructivist approach to learning.

Constructivist Theory

The theoretical framework work of this study is modeled after the constructivist theory of

learning. The participants in this study created new understandings and teaching practices in the

realm of transformational teaching by combing prior experiences with new experiences

(Fernando et al., 2017; Fosnot, 2013; Miller-First et al., 2017). This study’s finding communicate

that it is imperative teachers develop and improve their teaching practices to adapt to the

changing student population, and environmental conditions that effect student performance and

successes. The implication of developing new knowledge creates approaches to teaching that

specifically help student suffering from toxic stress, poverty, biases, and other environmental

conditions such as violence, and homelessness (Fernando et al., 2017; Fosnot, 2013; Miller-First

et al., 2017). Although, transformational teaching is not a teaching practice exclusively dedicated

to serving at risk students, the teacher’s experience of developing new understandings and

practices provided positive impact in student lives (Slavich & Zimbardo; 2012; Taylor, 2017).

The teachers developed transformational teaching practices by acknowledging their own

viewpoints of the student they serve (Slavich & Zimbardo; 2012; Taylor, 2017). For example,

the teachers that participated in this study revealed their passion for knowing their student lives,

and learning from student’s experiences to create relevant teaching practices to serve individual

students. Then, veteran teachers adapted to changes in school environment, and the changing

community the teachers serve. Next, all teachers revealed they shared knowledge with other

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teachers to create new knowledge to help students improve in a holistic manner. This knowledge

was shared using specific grade level professional development sessions with other teachers, and

by mentoring new and experienced teachers. Additionally, participants shared that teacher

developed improved teaching practices based on support from their own mentors and previous

administrators, often revealing a high-quality support during their first years of teaching practice.

However, the first-year support systems were reported by the most experienced teachers that

participated in this case study.

Recommendations for Further Research

This multiple case study focused on 12 participants located in one school district. The 12

participants serve a socioeconomically distressed community of students, which often also suffer

from various forms of toxic stress. Additionally, the 12 participants did not specifically identify

as transformational teachers in this study. Recommendations for further research should be

directed at larger sample size. For example, future researchers must recruit a larger number of

teachers to help further develop understanding of the phenomenon, and to identify current and

new practices that are possibly applicable to a larger student community. Likewise, other case

studies should incorporate other school districts with similar challenges, and larger populations

of students.

Furthermore, researchers must investigate the influence of the teachers own funds of

knowledge, experiences, and training in school districts that have incorporated transformational

teaching practices, if possible. The investigation of transformational teaching schools and their

teachers will provide more detail and insight into the transformational teaching practices. By

completing research at transformational teaching schools, researchers will be able to discover

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successful current practices, and more importantly, researchers may undercover problems that

are directly associated with the transformational teaching practice.

Observations

Participant observations should take place over a larger time period. More information

should be collected from multiple observations for the purpose of better informing the researcher

of how teachers interact, behave, and practice transformational teaching techniques. Key

elements of transformational teaching include the teacher’s behavior, and ability to interact with

their students (Slavich & Zimbardo; 2012; Taylor, 2017). These key elements of

transformational teaching are difficult to analyze when one observation is conducted on a

teacher. Additionally, multiple observations will allow researchers to possible observe various

circumstance and situations that are common and uncommon in the classroom. Data collection

from multiple observations also encourages and supports triangulation of evidence so that

researchers can better communicate the experiences of the participants in relation to the

phenomenon (Creswell, 2013; Hatch 2002).

Semistructured Interviews

Additional interviews should take place to gather a more complete understanding of the

participant, and how the participant interacts with context of transformational teaching. Multiple

semistructured interviews would allow the researcher a chance of forming a type of relationship

with the participant that is based on trust (Creswell, 2013). Similarly, building trust would assist

the participant in communicating their experiences, and beliefs without the pressure of limited

time frames, and preconceived expectation of the interviewee and interviewer (Creswell, 2013).

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