Military dependent/connected students make up approximately one million students globally. According to Department of Defense Education Activity (2017; 2019), over eighty percent (80%) of the military-connected/dependent students will attend public schools across the United States with only eleven percent (11%) attend DoDEA schools and the rest are either homeschooled or attend private schools. Our focus is on the public schools’ educational leaders who have experiences working with military-connected/dependent students. Through those experiences comes perceptions and how those perceptions affect the education of military-connected/dependent students. The study is written using qualitative dissertation format. Chapter one consists of the introduction, purpose and significance of the study, and details the framework for the study. Chapter two is the literature review focusing on the history of leadership styles, history of the military child, perceptions of educational leadership and relevant texts on the benefits and challenges associated with educating military dependent/connected students. Chapter three explores the perceptions of the educational leaders who work with military-connected/dependent students. The conceptual framework of transformational leadership guided the study. Chapter four is a helpful professional development for educational leaders to learn about the military-connected/dependent students and the resources available to help support military-connected/dependent students.
|Commitee:||Hodges, James, Schmidt, Heidi|
|School:||Trident University International|
|Department:||College of Education|
|School Location:||United States -- California|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Military studies|
|Keywords:||Educational leaders, Military-connected/dependent student, Transformational leadership, Trauma sensitive|
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