Perceptions of Rural Campus Leaders on the Impact of Year-Long Teacher Residents on Student Achievement in Texas

• In Event: Rewriting the Narrative: Unforgetting the Past and Reimagining the Future of Teacher Preparation

Abstract

Objectives or Purposes

This study explores how rural campus leaders in Texas perceive the impact of year-long teacher residency programs on student achievement. With Texas facing a critical teacher shortage, the research aims to understand how these leaders—principals, assistant principals, and deans of students—view the effectiveness, sustainability, and influence of residency-trained teachers on instructional quality and student outcomes. The findings will inform policy and practice to support teacher preparation and retention in rural districts.

Perspective(s) or Theoretical Framework

The study is grounded in Improvement Science, particularly the Plan-Do-Study-Act (PDSA) cycle. This framework supports iterative, data-driven decision-making and continuous improvement. It aligns with the residency model’s emphasis on adapting programs based on feedback from stakeholders, including campus leaders, to ensure relevance, effectiveness, and sustainability in diverse educational contexts.


Methods, Techniques, or Modes of Inquiry

This study employed a sequential mixed methods design. First, quantitative data were collected through structured online surveys administered to rural campus leaders across two regions in Texas. The survey focused on perceptions of teacher residency effectiveness, evidence use in decision-making, and advocacy roles. Following the survey, two focus group interviews were conducted to gain deeper insights into leaders’ experiences with program implementation, sustainability, and the influence of residency-trained teachers on school outcomes. Data analysis involved descriptive statistics for survey responses and thematic coding for focus group transcripts. Triangulation across data sources, along with member checking and peer debriefing, was used to enhance the credibility and trustworthiness of the findings.



Data Sources, Evidence, Objects, or Materials

Primary data sources include:

Online Surveys: Measuring perceptions of residency effectiveness, use of evidence, and advocacy roles.

Focus Group Interviews: Exploring leaders’ experiences with program implementation and sustainability. Participants will be drawn from rural districts partnered with universities offering year-long residency programs. Survey and interview instruments will be pilot-tested and refined for clarity and alignment with research questions.


Results and/or Substantiated Conclusions or Warrants for Arguments/Point of View

Preliminary analysis reveals that rural leaders view residency-trained teachers as better prepared for the classroom and more likely to contribute to positive student outcomes. Respondents noted that access to data and open communication with university partners helped guide continuous improvement and reinforced a sense of shared ownership. These early findings suggest that teacher residencies, when implemented with strong local leadership and collaboration, can strengthen instructional quality and educator retention in rural districts.


Scientific or Scholarly Significance of the Study or Work

This research addresses a critical gap by centering the voices of rural campus leaders—an underrepresented group in teacher residency literature. It contributes to the field by informing state and national policies on teacher preparation, supporting strategic staffing models, and strengthening partnerships between educator preparation programs and school districts. The findings will be disseminated through reports, conference presentations, and peer-reviewed publications to advance the field of teacher education.

Authors

• Helen Berg, Sam Houston State University

• Britine Perkins, Prairie View A&M University