Date of Award

Summer 8-12-2025

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education and Health

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Steve Bounds

Third Committee Member

Dr. Todd Loftin

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Michael Bradley

Abstract

THE EXPERIENCES OF MIDDLE SCHOOL STUDENTS IN A CAREER

AND CHARACTER-FOCUSED CURRICULUM:

A PHENOMENOLOGICAL STUDY

Don Jason Hoover

The purpose of this qualitative phenomenological study was to explore the lived experiences of former middle school students who participated in a two-year character development, career readiness, and leadership program implemented in a public junior high school. Guided by Bandura’s social learning theory, the study focused on how students experienced and internalized the program’s components, which included leadership training, social learning activities, and college and career readiness preparation. The research was conducted using semistructured interviews with 10 participants who had completed the program and were at least 18 years old at the time of the study. Data were analyzed using Braun and Clarke’s reflexive thematic analysis and the constant comparison method outlined by Lincoln and Guba. Through iterative coding and categorization, 92 initial codes were identified, leading to nine conceptual categories and four major themes. These themes culminated in one core theme: that participation in the program positively shaped students’ leadership development, character formation, and readiness for postsecondary pursuits. Participants described being motivated to join the program by family support, teacher influence, peer connections, and a personal desire to grow as leaders. The findings revealed that students applied the program’s values both academically and socially, and expressed confidence in their leadership capabilities following program completion. Participants also identified areas for improvement, such as increasing student engagement through small group activities and experiential learning. This study contributes to existing literature by addressing a research gap concerning middle school development programs and provides implications for educators and policymakers aiming to enhance student growth through holistic programming.

Keywords: character development, college and career readiness, leadership, middle school, social learning theory

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