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MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

Eder G. Bennett

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

2021

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

by Eder G. Bennett

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

APPROVED BY:

James Eller, Ed.D., Committee Chair

Michael-Chadwell Sharon, Ed.D., Committee Member

Abstract

The purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. The research question was: What are the perceptions of deployed military parents regarding active involvement in their childs education? The methodology included using a qualitative phenomenological research design, applying Epstein's theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who have or are currently experiencing challenges associated with military deployment. Data was collected using questionnaires, semi-structured interviews, artifact analysis, and focus groups. Data was analyzed using open coding, phenomenological reduction, imaginative variation, and comparison. The setting for this study was Fort Rapture. As recommended by Creswell (2003), the sample consisted of 12 personnel currently deployed or previously deployed within the past two years, who have pre-K-12 school-aged children currently in school.

Keywords: parental involvement, military deployment, deployed parents, soldiers as parents, phenomenology

No original material may be used without the permission of the author

Acknowledgments

I would like to acknowledge my parents and family members who supported me during this research process. Their help and encouragement was instrumental in completing this research along the way. I would also like to thank my advisors for their tireless work in guiding me at every step. Without their insight, this research project never could have come to fruition. I would like to thank James Eller, Ed.D., Committee Chair, and Michael-Chadwell Sharon, Committee Member, in particular for their oversight. I would also like to acknowledge Liberty University for the opportunity to pursue this research in the schools doctoral program.

Table of Contents

Abstract 4

Acknowledgments 6

Table of Contents 7

List of Tables 12

List of Figures 13

List of Abbreviations 14

Chapter One: Introduction 15

Overview 15

Background 15

Historical 17

Theoretical 18

Social 18

Situation to Self 19

Problem Statement 21

Purpose Statement 22

Significance of Study 22

Theoretical Significance 23

Practical Significance 23

Empirical Significance 24

Research Questions 24

Central Research Question 25

Sub Research Question One 25

Sub Research Question Two 25

Sub Research Question Three 26

Definitions 26

Summary 28

CHAPTER TWO: LITERATURE REVIEW 29

Overview 29

Theoretical Framework 30

Related Literature 31

Impact of Military Deployment 31

The Supportive Role of Community 37

Resiliency 41

How Technology Plays a Part 47

The Role of the Teacher 50

Summary 56

CHAPTER THREE: METHODS 59

Overview 59

Design 59

Research Questions 61

Setting 62

Participants 63

Procedures 65

The Researchers Role 66

Data Collection 67

Questionnaire 67

Interviews 68

Artifact Analysis 69

Focus Group 70

Data Analysis 71

Horizonalizing 72

Imagination Variation 73

Essence 73

Trustworthiness 74

Credibility 74

Dependability and Confirmability 74

Transferability 75

Ethical Considerations 75

Summary 75

CHAPTER FOUR: FINDINGS 77

Overview 77

Participants 77

Mike 78

Christopher 79

Johnathon 80

Zac 81

James 82

Billy 84

Tim 85

Brian 86

Janice 87

Tammy 88

Thomas 89

Terry 90

Results 90

Theme Development 91

Research Question Responses 101

Summary 108

Chapter Five: Conclusion 109

Overview 109

Summary of the Findings 109

Discussion 111

Theoretical Literature 111

Empirical Literature 115

Implications 117

Empirical Implications 118

Theoretical Implications 119

Practical Implications 119

Limitations 120

Recommendations for Future Research 121

Summary 121

References 123

Appendix A: Irb Approval Letter 136

Appendix B: Recruitment Flyer 137

Appendix C: Informed Consent 138

Appendix D: Recruitment Letter 141

Appendix E: Questionnaire 142

Appendix F: Interview Guide 143

Appendix G: Focus Group Question Guide 145

Appendix H: Participant Questionnaire 145

Appendix I: Standardized Open-Ended Interview Questions 146

Appendix J: Standardized Open-Ended Focus Group Questions 148

List of Tables

Table 1. Demographics..........63

List of Figures

Figure 1. Theoretical Frameworks, Methods, and Procedures.70

List of Abbreviations

Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA)

REsilience and Activity for every DaY (READY)

Master Resiliency Training (MRT)

Stress Management…

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

Eder G. Bennett

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

2021

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

by Eder G. Bennett

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

APPROVED BY:

James Eller, Ed.D., Committee Chair

Michael-Chadwell Sharon, Ed.D., Committee Member

Abstract

Keywords: parental involvement, military deployment, deployed parents, soldiers as parents, phenomenology

No original material may be used without the permission of the author

Acknowledgments

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

Eder G. Bennett

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

2021

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

by Eder G. Bennett

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

APPROVED BY:

James Eller, Ed.D., Committee Chair

Michael-Chadwell Sharon, Ed.D., Committee Member

Abstract

Keywords: parental involvement, military deployment, deployed parents, soldiers as parents, phenomenology

No original material may be used without the permission of the author

Acknowledgments

Table of Contents

Abstract 4

Acknowledgments 6

Table of Contents 7

List of Tables 12

List of Figures 13

List of Abbreviations 14

Chapter One: Introduction 15

Overview 15

Background 15

Historical 17

Theoretical 18

Social 18

Situation to Self 19

Problem Statement 21

Purpose Statement 22

Significance of Study 22

Theoretical Significance 23

Practical Significance 23

Empirical Significance 24

Research Questions 24

Central Research Question 25

Sub Research Question One 25

Sub Research Question Two 25

Sub Research Question Three 26

Definitions 26

Summary 28

CHAPTER TWO: LITERATURE REVIEW 29

Overview 29

Theoretical Framework 30

Related Literature 31

Impact of Military Deployment 31

The Supportive Role of Community 37

Resiliency 41

How Technology Plays a Part 47

The Role of the Teacher 50

Summary 56

CHAPTER THREE: METHODS 59

Overview 59

Design 59

Research Questions 61

Setting 62

Participants 63

Procedures 65

The Researchers Role 66

Data Collection 67

Questionnaire 67

Interviews 68

Artifact Analysis 69

Focus Group 70

Data Analysis 71

Horizonalizing 72

Imagination Variation 73

Essence 73

Trustworthiness 74

Credibility 74

Dependability and Confirmability 74

Transferability 75

Ethical Consierations 75

Summary 75

CHAPTER FOUR: FINDINGS 77

Overview 77

Participants 77

Mike 78

Christopher 79

Johnathon 80

Zac 81

James 82

Billy 84

Tim 85

Brian 86

Janice 87

Tammy 88

Thomas 89

Terry 90

Results 90

Theme Development 91

Research Question Responses 101

Summary 108

Chapter Five: Conclusion 109

Overview 109

Summary of the Findings 109

Discussion 111

Theoretical Literature 111

Empirical Literature 115

Implications 117

Empirical Implications 118

Theoretical Implications 119

Practical Implications 119

Limitations 120

Recommendations for Future Research 121

Summary 121

References 123

Appendix A: Irb Approval Letter 136

Appendix B: Recruitment Flyer 137

Appendix C: Informed Consent 138

Appendix D: Recruitment Letter 141

Appendix E: Questionnaire 142

Appendix F: Interview Guide 143

Appendix G: Focus Group Question Guide 145

Appendix H: Participant Questionnaire 145

Appendix I: Standardized Open-Ended Interview Questions 146

Appendix J: Standardized Open-Ended Focus Group Questions 148

List of Tables

Table 1. Demographics..........63

List of Figures

Figure 1. Theoretical Frameworks, Methods, and Procedures.70

List of Abbreviations

Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA)

REsilience and Activity for every DaY (READY)

Master Resiliency Training (MRT)

Stress Management and Resilience Training (SMART)

Chapter One: Introduction

Overview

The purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. The study aimed to provide a foundation of understanding for educational stakeholders and the military community in order to fill the void in a childs educative experience created by a deployed parent. This chapter provides a framework for the research; discusses why the problem necessitated research; provides an overview of previous research; identifies the importance of this research for stakeholders in education, including military personnel, families, teachers, and community members; and introduces the research questions.

Background

Deployment involves temporary relocation of a military unit within the United States or in overseas locations (Alfano, Lau, Balderas, Bunnell, &Beidel, 2016). Deployment has three phases: pre-deployment, deployment, and post-deployment. Though all three phases are challenging for military personnel and their families, the deployment and post-deployment phasesappear to be the most severe (Alfano et al., 2016). As the military parent prepares to leave, the children are emotionally affected (Alfano et al., 2016). It is important to note that the specific responses to deployment depend on various factors such as age, gender, maturity, pre-existing parent-child relationship, and the coping strategies and skills provided through interventions.

Children of military parents undergo tremendous challenges, especially during their parents deployment. These challenges are mainly psychological strain, which often manifests in poor academic performance (Nicosia, Wong, Shier, Massachi, & Datar, A., 2017). Due to actions taken by the United States military in Iraq, Afghanistan, and elsewhere, extended deployment has become a reality for children of military parents. The standard deployment time for the Army is 12 months, but this could extend to 18 months. During this time, research findings have shown that the academic performance of military children decreases in a noticeable way (Bello?Utu & DeSocio, 2015; Nicosia et al., 2017). The academic performance of children of military parents on long-term deployment, which can be as much as 18 months or even more, is lower than children without deployed parents (Moeller, Culler, Hamilton, Aronson, & Perkins, 2015).

Deployment and the period after deploymentaffects the learning and academic performance of children because it creates instability in the lives of a student and their environment (Conforte, Bakalar, Shank, Quinlan& Stephens, 2017). Children of deployed military parents become stressed students due to the absence of their parents and the shock and pressure of adjusting to the new normal. The stress associated with an absent parentcause problem in concentrating, learning new academic concepts, and in controlling their emotions and expressions (Conforte et al., 2017). The exact way such stress manifests depends on the individual child. Still, some common responses include becoming quiet and withdrawn or, conversely, hyperactive, disruptive to classroom etiquette, and lack of ability to concentrate on a single activity.

There is a growing body of research on possible interventions that can be provided through policy, community, and schools (Epstein, 2011; Epstein et al., 2018). However, there is not much research on the views of military parents in this context, especially their requirement to leave their children to serve the country. Like any reasonable and non-military parent, they want to be involved in the education of their children. This study, therefore, seeks to research and highlight the perceptions of military parents involvement in their childrens education. To this end, the historical, social, and theoretical contexts in which this problem exists are discussedfurther below.

Historical

The problem of the effects of deployment on children's education is one that researchers have only recently begun to examine. Alfano, Lau, Balderas, Bunnell, and Beidel (2016) showed that the impact of a parents deployment could harm childrens education. According to DePedro, Astor, Gilreath, Benbenishty, and Berkowitz (2018), there is sufficient evidence to indicate a need for schools to accept and address the challenges faced by children of a deployed parent in order to reduce the likelihood of them veering off the academic path. Over time, the problem of deployed parents and the ramifications of their deployment on their children's education has become more transparent, which is why this recent research has emerged. The United States government has gone so far as to put together a booklet to assist parents facing deployment and explain some of the challenges that their families and children might face.

Per the Educator's Guide to the Military Child During Deployment (U.S. Department of Defense, 2008.), the stressful effects of deplyment impacts not only the family members but also the service member. Once a military parent deploys, regardless of the deployment period, the family membersthat remain behind must readjust and redistribute their roles to compensate for the absence of the deployed family member. The research to date indicates that for young families, there is an increased tendency to return to the location of their origin to reduce costs and as a measure to add to psychological support sources needed for the family to keep going (U.S. Department of Defense, n.d.).

Moreover, researchers at the RAND Corporation have shown that children of deployed parents face academic challenges because of the disruption of their home life structure (RAND Corporation, 2012). Some of the critical points identified by the RAND Corporation are that children whose parents are deployed for more than a year tend to achieve statistically different academic results when compared to the scores of students who have never experienced a parental deployment (RAND Corporation, 2012).

Theoretical

The theoretical underpinnings of this research problem involve the relationship between parental involvement and academic achievement, which has been well documented (Trautman & Ho, 2018). Epsteins parent-teacher-community theory emphasizes the parent-child role. Hirschis social bond theory, as well as Sampson and Laubs life course theory, both support the idea that strong families and support systems lead to outcomes that are more positive as children progress into adulthood. Therefore, it is reasonable to posit that the extended absence of a parent combined with the stress associated with military deployments on children has a profoundly adverse effect on young learners academic achievement. Moreover, concern over this adverse effect can negatively impact deployed parents morale and well-being, perhaps even to the extent that their job performance is affected. Although military service is inherently a dangerous enterprise, causing service members to be concerned for their safety, parents serving in combat may also experience stress over concerns for their families back at home. The extent to which service members are negatively affected by these concerns may impact their ability to achieve their mission.

Social

One of the more significant findings of the RAND Corporation's (2012) study into the negative ramifications of deployment on children's academic progress is that parents tend to suffer most from the deployment, which adds a burden to the child's mind and can distract from school or add to the child's worries and anxieties. Thus, a holistic approach to this problem needs to be developed to provide deployed parents, their spouses or intimate partners, their children, and other members and friends the knowledge and resources required to address every facet of the issue. One way to develop this holistic approach is to obtain a better understanding from parents about what they go through and what their experiences are. Because so much of their experience translates to the child's experience, it is most helpful to gain this understanding first. As Castro et al. (2015) pointed out, a parent plays a pivotal role in the childs academic development. If the parent is not actively involved due to being deployed or because their spouse is deployed, the child may receive less support and engagement from the parent than under normal circumstances.

The social aspect of this problem extends beyond the family. Teachers must find ways to cope with the child's home challenges and the community, as the child's potential to develop could impair the community's future (Benner, Boyle, & Sadler, 2016). As noted by O'Neal, Mallette, and Mancini (2018), community connections are essential for military parents who are looking out for the well-being of their ch.......ities provide support for families, and in turn, that support extends to the child. A clear and definite social relationship must be explored in this issue to see whether deployed parents are utilizing the support of their communities to help their children develop adequately.

Situation to Self

I am a United States Army officer and an Instructor with the United States Army Recruiting and Retention College. I have more than thirteen years of military service, which spans variouspositions and assignments. I consider myself a member of the population I am studying because I am familiar with their issues and experiences. That is the precise reason I have chosen to conduct this research. I believe that by better allowing the deployed parent's perspective to be understood, better solutions can be devised. My assumption is that the nature of the lived experiences of deployed parents is characterized by an overarching perception that their deployment, military occupation, and geographic distance from their family members represent the main obstacles in assisting in their child's educative process. This assumption is based on an ontological view. According to Creswell (2013), researchers embracing ontological views believe that phenomena hold multiple realities. These realities require multiple forms of evidence and can be discovered through investigation. I also believe that the knowledge one learns can be communicated effectively to others and that this reality, as understood by the individual, can be reported to others regardless of the subjective values and biases that the researcher might possess.

The research paradigm by which I view this study is constructivism; this paradigm suggests that learning is an active, constructive process wherein the learner constructs the information or creates subjective representations of objective reality (Amineh & Asl, 2015). I expect that participants in this study have been as honest as possible. The meaning they constructed for themselves can be useful in creating better approaches to helping their children academically.

This research paradigm comes with limits. The memory of individuals may differ from the facts, which could lead to a participant's recollections and meaning construction seeming to be unreliable (Gardner, 2001). However, even if the memories shift, the creation of meaning that the participants provide is essential because this feeling and sense of things are what has stayed with them.

Problem Statemnt

It is important to note that the deployment of military parents can disrupt the educational and academic progress of their children. As pointed out by De Pedro et al. (2018), children who go a considerable period (a year or more) without a parent in their lives because of deployment are at higher risk of suffering academically. Currently, there are no clear guidelines available for parents or teachers to help develop children of deployed military parents. The United States government has provided the Educators Guide to the Military Child During Deployment (U.S. Department of Defense, n.d.). Still, it is brief and mainly designed to alert parents about what to expect and does not give a great deal of in-depth information about possible interventions.

The problem is there are no clearly defined protocols or persuasive strategies that deployed parents could employ to assist in their efforts to be involved in their children's education (De Pedro et al., 2018). This gap, however, represents an opportunity for new research. To date, there has been some research concerning the effects of deployment and the possible corrective measures. Still, this research has focused only on children, school, and society without parental perspectives (Bello Utu & DeSocio, 2015; De Pedro et al., 2018). With the understanding that deployment affects military service members and their children and family members, it is therefore essential to focus on parental perspectives.

That is why the theoretical approach provided by Epstein et al. (2018) can help to use primary stakeholdersparents, teachers, and communityto come to the aid of children who have a deployed parent. What is necessary is the development of efficacious interventions that directly address this problem (De Pedro et al., 2018). To develop such interventions, one must first understand the parents' perspective because they are the ones who experience an immediate impact (RAND Corporation, 2012). I believe that this phenomenological research design has helped uncover this perspective and presented the information in a meaningful way that assists in developing appropriate interventions using Epsteins parent-teacher-community theory.

Purpose Statement

The purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childrens education. This study provides a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal of helping the student of the deployed parent. At the outset of the research, the perceptions of military parents were defined as the experiences, attitudes, feelings, and beliefs about being absent from home. At the same time, their child attempts to go through the educative process and what they could do to help. The theory that guided this research was Epsteins (2018) parent-teacher-community theory, which highlights the importance of the relationship between these three stakeholders in shaping the child's academic progress.

Significance of Study

Though many Americans profess to support the troops, it is clear that the needs of many deployed military parents are being overlooked. Therefore, the significance of this study relates to filling this gap by identifying optimal strategies that would help deployed parents actively participate in their childrens education without creating detractions from their occupational performance. As noted by Cozza et al. (2018), more research into the relationship between military parents and their children is needed. Likewise, Alfano, Lau, Balderas, Bunnell, and Beidel (2016) have found that military deployment puts the academic progress of children of deployed parents at risk.

This study provided a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal of helping the student of the deployed parent. Alfano et al. (2016) noted that there is still a need for researchers to examine, in detail, the relationship between and among the academic development of the child, the role of the deployed parent, and other contextual factors such as community, teacher role, and so forth. However, since the RAND Corporations (2012) examination of the effect of deployment on military children, there has not been a significant review of the data regarding parents' perception of this challenging issue or contextual factors.

Theoretical Significance

This study helped to explore Epsteins parent-teacher-community theory on academic success from the standpoint of military deployment and parent-absence. By showing how parent absence might impact the students academic achievement, this study could provide additional insight into the applications or limitations of Epsteins theory. It may also help to reinforce Hirschis social bond theory and Sampson and Laubs life course theory. Although these latter two deal primarily with deviance, the findings of this study could facilitate their application to academic challenges for students as well.

Practical Significance

This study aimed to build on the study by the RAND Corporation (2012) and incorporate the insights or more recent studies such as that conducted by De Pedro et al. (2018) to focus the phenomenological study and guide the interviews and focus groups that were used for obtaining the data on parents perceptions. This study can help to improve the academic progress of children of deployed parents by giving stakeholders a better sense of challenges, options for overcoming these challenges, and real-life stories about what works, what does not work, and what might work.Hearing the experiences from the people involved can help give a better sense of the reality of the situation. Therefore, this studyexplored and examined these parents' perceptions and the contextual factors that impacted their lives and contributed to developing a fuller understanding of how the military community can better assist parents, teachers, and the overall community.

Empirical Significance

This study aims to provide a foundation of understanding for educational stakeholders and the military community in order to fill the void in a childs educative experience created by a deployed parent. By listening to military parents' lived experiences, challenges, and success stories in coping with lengthy deployments, fresh and vital insights were obtained that would have otherwise gone unidentified. These empirical observations and experiences can help inform efforts to develop the individualized interventions that are necessary to support deployed parents and their families in ways that draw on demonstrated successes and opportunities

Research Questions

This study used a transcendental phenomenological research design to explore the perceptions that military deployed parents ave regarding their involvement in their childrens education. The theoretical framework that guided this study was the theory of parental involvement supplied by Epstein (2011) regarding the relationship between parents, school, and community. To address the central research question and sub-questions, this researcher collected and analyzed data from military parents who were (at the time) currently deployed or were deployed in the past two years (Creswell, 2013).

Central Research Question

What are the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education?

This question provided insight into parents' experiences as they attempted to negotiate their deployment with their duties and responsibilities to their children. As Alfano et al. (2018) previously demonstrated, it was crucial to understand the broader contextual factors of this issue in order to arrive at an effective solution to the problem. Therefore, this question served as the primary focus.

Sub Research Question One

How do military parents describe their involvement in their childrens education while deployed?

This question was used to gain insight into the parents' sense of whether they play a factor in their child's academic performance. If parents did not see themselves as a contributing factor in the child's academic progress, this could impact how an intervention or solution would be affected (Cozza et al., 2018). Parents play a vital role and are one of the leading players aside from teachers and the community in establishing the child's well-being and level of academic outcomes (Alfano et al., 2016). Thus, it was essential to know what perception of their role a parent has.

Sub Research Question Two

How do military parents perceive the impact of their deployment on the family and their childs academic performance?

This question was important because it addressed whether parent absence is indeed a factor in a childs academic performance. It also addressed whether deployment (absence by order rather than by personal choice) was viewed as problematic by the deployed parent. Some research has shown that absence engagement in the childs academic performance depends upon the parents sense of what the child is going through (Castro et al., 2015). Thus, this research question helped shed light on whether deployed parents see their absence in good, neutral, or negative terms. If the parent was not in touch with what was going on in the childs life, there was likely to be some greater need to educate the parent about the need to be more engaged.

Sub Research Question Three

What challenges do military parents who are deployed face from their communities while trying to stay involved in their childrens education?

This question was crucial because even if deployed parents and their spouses possessed a desire to be involved in their childs academic development, they might have encountered challenges within the community or school environment (Benner et al., 2016). Understanding what these challenges and conditions were can help formulate recommended approaches that parents and stakeholders can utilize in the future. If the obstacles are not recognized, no adequate intervention can be implemented.

Definitions

For this study, the perceptions of military parents were defined as the experiences, attitudes, feelings, and beliefs about being absent from home. At the same time, their child attempts to go through the educative process and what they could do to help.

1. Attitude: According to Project Implicit (2018), an attitude is your evaluation of some concept (e.g., person, place, thing, or idea). An explicit attitude is the kind of attitude that you deliberately think about and report. Attitude for this study refers to the evaluations made by military parents and their feelings and beliefs.

2. Deployment: The most precise use of this term is the movement of military personnel from home station to another location (usually outside the continental U.S. and its territories) to supporta specific training exercise or combat operation. +(VA, 2020).

3. Educative process: This refers to any learning environment in which one can engage in a learning process (Glassman & Kang, 2016).

4. Environment: This refers to the three agencies by which a persons behavior is shaped: ones peers (family, friends, and community), organizations, and media (Bandura, 2018). This definition helps understand how the three stakeholders of Epstein's theory contribute to making up the learner's environment.

5. Life-course theory: This theory posits that events in ones early life determine ones life course, and if one is derailed through some traumatic event from a normal, supportive upbringing, it can set one on a course for crime (Siegel, 2018).

6. Parental involvement: When parents participate and share communication with the school, parents gain active involvement in the educational process. Parental involvement may include parents volunteering in classroom activities and school events (Epstein, 2018).

7. Parent-teacher-community theory: This theory posits that a triumvirate of assistance among parents, teachers, and community members to assist in a child's education (Epstein, 2018).

8. Perception: This is the combination of experiences, attitudes, feelings, and parents' beliefs about being absent from home while their child attempts to go through the educative process and what they could do to help (Amineh &Asl, 2015; Benner et al., 2016).

9. Social bond theory: This theory posits people refrain from committing derelict acts or deviant behavior because they have strong social ties or bonds with others. When those bonds do not exist, people have no reason to refrain from negative, deviant, or self-destructive behavior (Siegel, 2018).

Summary

This transcendental phenomenological study focused on exploring the perceptions of deployed military parents regarding active involvement in their childs education. Currently, here are minimal guidelines available for parents or teachers to help develop children of military deployed parents. This created a need to understand what parents go through during deployment in order to arrive at a better understanding of how stakeholders can more comprehensively address the issue of helping the children of deployed parents to achieve academic success during the stressful period of deployment. Thus, the purpose of this qualitativetranscendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in the education of their children. Thisstudy used the theory of Epstein (2018) regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who have dealt with this challenge in the past. By using interviews and focus group discussions, this study aimed to provide more insight into the issue of how to help the children of deployed parents.

CHAPTER TWO: LITERATURE REVIEW

Overview

This literature review examines the theoretical framework used in this research study and a review of the literature relevant to the overall topic. The theory of parental involvement developed by Epstein (2011) is used as the framework to contextualize this literature review. The theory focuses on the support-relationship that is ordinarily and inherent between parents and their children and the support system available from schools and the entire community as it relates to students' academic progression. It is especially important to consider this framework in the light of parents who are deployed to foreign wars or services and who are largely absent in their child's education. The parent makes up a significant part of the Epstein framework, so considering what happens when the parent is absent is necessary.

Parents' perceptions of missing their children's lives and not being there as their children make educational decisions are also hard on parents, as the literature has shown. The focus of the literature review is on the experience of parents in supporting school children, the difficulties they face when deployed, and the ways that support can be provided from communities and schools while parents are absent. Very few researchers consider the perspective of parents, which creates the need to take a closer look at the phenomenon. This chapter discusses the impact of deployment on children, types of community support available, the importance of resiliency training, the role of technology, and the role that teachers play, both in and outside of the classroom. The parent perception of these topics is provided when available. The literature that is used provides insight into how these issues play a role in children's academic lives of deployed parents. In the final analysis, the military family suffers from the deployment of parents. This is more so the case as far as the academic life of children is concerned.

Theoretical Framework

The theoretical framework for this study is the theory of parental involvement supplied by Epstein (2011) regarding the relationship between parents, school, and community. In accordance with the theory, parents play a pivotal role in providing the guidance and support children need to achieve their academic goals. The six types of involvement identified by Epstein (2011) are parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. In all six types of involvement, the parent plays a pivotal role. The stronger the parents involvementincluding setting high expectations for school achievementthe more likely the child is to pursue identified goals (Castro et al., 2015). This relationship between parental support and student academic achievement has been validated by numerous research studies and is recognized as a universal phenomenon in various cultures (Benner, Boyle & Sadler, 2016; Mahuro & Hungi, 2016; Nunez et al., 2015).

The application of the theoretical framework to this study provided the contours for analysis. To determine the challenges, obstacles, benefits, and solutions to how a military parent can support their child's education while deployed, this theoretical framework shows where to look and what supports should be in place. Epstein et al. (2018) compiled this information into a helpful theory that delineates the partnerships that schools, families, and communities can have to improve academic outcomes for young learners. Epstein et al. (2018) provided substantive evidence of the positive impact of parental and community involvement on academic achievement and performance in schools (Slavin, 2019). They concluded that this collaborative approach could also contribute to improved educator morale and enhanced reputations of schools in the community. By exploring how deployed parents perceive the effects of their absence on their childs academic performance and whether those parents see any assistance coming from the community or school, a sense of what challenges remain for this population may be obtained.

Related Literature

Various studies (e.g., Alfano et al., 2016; MacDermid Wadsworth et al., 2017; Pexton, Farrants & Yule, 2018; Trautmann, Alhusen & Gross, 2015) have demonstrated that the education of children is affected by the military deployment of their parents. Further review of the literature indicates the relevance of consistency cannot be overstated when properly managing the various adversities they encounter, particularly during the early stages of their development (DeVoe, 2017). Towards this end, it would be prudent to highlight not only the community's supportive role in this endeavor but also the role that other factors play, such as technology and parental resiliency, in addressing the diverse needs of learners from households where parents have been deployed.

Impact of Military Deployment

A study by Alfano, Lau, Balderas, Bunnell, and Beidel (2016) showed the negative impact of military deployment on children, particularly their education. This could create a need for these children to require mental health treatment because they lack the consistency and stability most children have in a typical nuclear family. Furthermore, DePedro, Astor, Gilreath, Benbenishty, and Berkowitz (2018) point out; schools can play a significant role in alleviating some of the negative symptoms children experience when parents are deployed in the military. School climate is an essential factor in lessening the severity of students' mental health issues while one or more parents are deployed (DePedro et al., 2018). As Pexton, Farrants, and Yule (2018) observed, without support from schools, the family unit cannot come together cohesively, as one parent is away for awhile, and the child may not receive enough support or consistency from the other parent.

In this regard, Nicosia, Wong, Shier, Massachi, and Datar (2017) indicated that children need consistency in their lives to manage the problems and adversity that come their way during the growth and development phases of their adolescence. Without this consistency, they are at risk of lacking adequate academic skills and follow-through (Nicosia, Wong, Shier, Massachi & Datar, 2017). A series of deployments and the process of reintegration that follows deployment may interrupt this developmental process (Knobloch-Fedders, Yorgason, Ebata & McGlaughlin, 2017). Consistency is of great relevance in ensuring that a childs learning process is not hampered in any shape or form. In some instances, transfers from one school to another could be a complex undertaking. This example is particularly the case where credits are not transferrable between institutions effectively meaning the learner risks starting all over again. This can have an unfortunate effect on the student, and both parents and teachers should be aware of the trials students experience due to military deployment (De Pedro et al., 2018).

Lester et al. (2016) discovered that the impact on children resulting from war-related deployment of parents was significantly negative. They showed that parents who experience depression or PTSD during or after deployment also negatively impact their children's lives and affect their ability to socially and emotionally adjust to their environments. Thus, deployment has impacts beyond a mere absence; when parents return, they do not always return in the same mental and emotional state they were in when they left. They may be bringing back psychological baggage or trauma that, in turn, impacts the child even after the deployment has ended. There are residual effects of deployment that must be considered when assessing how children of military parents are affected by war. They indicate that the military community must be more mindful and supportive of military families where children are involved, as they are vulnerable and at risk. Turner, Finkelhor, Hamby, and Henly (2017) supported the findings of Lester et al. (2016) with their study, which compared two groupschildren of deployed parents and children of non-deployed parentsto see whether one group showed signs of adversity, trauma, delinquency, or victimization. Their cross-sectional surveys conducted over six years from a total sample of more than 13,000 participants showed the children of deployed parents demonstrated more vulnerability to adversity, delinquency, trauma, and victimization compared to children of non-deployed parents. Turner et al. (2017) revealed that a deployed parent who is involved in a mission abroad would likely be absent in the home. Upon returning, the parent may be back and able to provide a physical presence, but the mission overseas can take its toll on the parent's mental health. Thus, making the situation at home all the more tense and stressful for the child, who sees the parent as the same but does not understand the psychological change that has taken place on the parent. In many cases, the parent is unaware of the trauma, even though signs may be there that something has changed (Turner et al., 2017).

Earlier studies, like the one by Brownfield and Thompson (1991), provided evidence that suggested no relationship among youths, families, and delinquency, positing that social learning and social control theories were inadequate theoretical frameworks for explaining adversity among children and adolescents. However, other researchers, such as Koon-Magnin, Bowers, Langhinrichsen-Rohling, and Arata (2016), who used self-control theory and social learning theory to explain why adolescent girls and boys deviate into delinquency, later countered their study. Both studies indicate, nonetheless, that there is a relationship between family and child behavior, with parents acting as a moderating force.

Trier, Pappas, Bovitz, and Augustyn (2018) conducted an important case study of a six-year-old child diagnosed with global developmental delay and attention deficit hyperactivity disorder following the deployment of his father and the death of his mother. The father reported feeling unprepared and overwhelmed by the task of raising the child alone when called back home by the military (Trier et al., 2018). He felt cognitively and emotionally unready for the responsibility; moreover, he was suffering from emotional issues stemming from both the effects of war-related deployment and the loss of his wife. The combined effect of these stressors also spilled over to impact his six-year-old child. The father reported feeling isolated from his community and cutoff from others, as though there were something wrong with him. Trier et al.s (2018) case study showed that the impacts of deployment on the child can be deeply felt and can be one of several factors that prevent development from progressing appropriately. The study also illustrates the challenges deployed parents face after returning home, which are entirely different from the challenges one encounters on the battlefield and require a completely different set of skills, especially when the child is young.

The case study by Trier et al. (2018) supported the model of development put forward by Erikson. Eriksons eight stages of development theory helped to explain even what children go through as they age. Although the eight stages cover all life up to death, the first five stages cover childhood, from infancy to young adulthood (Shriner & Shriner, 2014). Each stage is defined by the psychosocial conflict that characterizes that specific development stage. In other words, at each stage of development, the child (and later the adult) experiences conflict, and in order to move successfully on to the next stage of development, the conflict needs to be resolved.

The first stage of Eriksons model is called the Trust vs. Mistrust stage, and itis typically experienced between the ages of zero and two (Trier et al., 2018). The second stage of Eriksons model is the Autonomy vs. Shame stage, which is usually experienced from ages two to three. The third stage is the Initiative vs. Guilt stage, and the child passes through it between ages three to five. The fourth stage is the Industry vs. Inferiority stage, which occurs from ages five to twelve. The fifth stage is the Identity vs. Role Confusion, which lasts from ages twelve to eighteen (Shriner & Shriner, 2014). As can be seen, the very first stage of development is the Trust vs. Mistrust stage, and the child needs a nurturing caregiver to develop a trusting relationship.

Each stage of Eriksons model is a span of learning, interacting with surroundings, and gaining experience and knowledge toshape the childs outlook for years to come (Trier et al., 2018). That is why it is so important to make sure the childs environment is happy and healthy. If a parent is deployed during this time, the long-term adverse effects can be significant, as shownin the case study by Trier et al. (2018). In such cases, the child must be taken back to the earlier stages, psychologically speaking, so that the conflict of that stage can be faced and overcome (Perry, 2006). By taking such actions, it shows the seriousness of making sure all the child's needs are met at these crucial developmental levels.

In term

Sources used in this document:

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Participation Requirements:To participate in the study, you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.

1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.

To find out more information about this study,please contact Eder Bennett at:Phone: (860) 213-4464Email:Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.

Principal Investigator: Eder BennettResearch Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464Appendix B: Recruitment FlyerAppendix C: Informed ConsentCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYEder G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.

Eder G. Bennett, a doctoral candidate in the School of Education at Liberty University, is conducting this study.

Background Information: The purpose of this study is to explore the perceptionsand lived experiences of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal tohelp the student of the deployed parent.

Procedures: If you consent to be a part of this study, you will be asked to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation, and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.

3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in an online forum for 45-60 minutes using videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.

4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.

Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.

Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and the military community, you may not receive any direct benefits from your involvement.

Compensation: Participants will not be compensated for participating in this study.

Confidentiality: The records of this study will be kept private. In any sort of report, I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the artifacts. I may sharedata I collect from you in future research studies or with other researchers; however,in such an event, I will remove any information that could identify you, if applicable.

1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.

2. Data will be stored on a password-protected computer, and all documents will be kept in a locked file cabinet. Data may be used in future presentations.

3. The researcher will transcribe interviews. Recordings will be stored on a password-locked computer for three years and then erased. Only the researcher will have access to these recordings.

4. I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.

Voluntary Nature of the Study: Participation in this study is voluntary. Your decision to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free not to answer any question or withdraw at any time without affecting those relationships.

How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you decide to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.

Contacts and Questions: The researcher conducting this study is Eder G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher;you are encouragedto contact the researcher’s faculty chair, Dr. James Eller, at (440) 319-1794 or [email protected].

Statement of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study.

The researcher has my permission to audio-record me as part of my participation in this study.

Signature of Participant DateSignature of Investigator DateAppendix D: Recruitment LetterFall 2020Dear Service Member,As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents deployed regarding their active involvement in their child’s education. You're eligible to be in this study because you have been identified as having some experience with this issue.

If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group, and be asked to provide relevant artifacts (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.

To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.

Sincerely,Eder G. BennettDoctoral CandidateLiberty UniversityAppendix E: QuestionnaireThe purpose of this qualitative transcendental phenomenological study is to explore the perceptionsand lived experiences of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information andto capture your perceptions and experiences of being a parent while deployed overseas in the military.

1. Name: ____________________________________________________________2. Age: _____________3. Ethnicity: ______________________4. Branch of Service: _____________________________________________5. Rank: __________________________________________________6. Age of spouse: ____________________________________________7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________9. How many school age children currently in your household: _______________________10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.

1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education?Appendix F: Interview GuideSemi-Structured, Open-Ended Interview QuestionsCentral Research Question:What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions1. Please introduce yourself, describe yourself and your family1. How long have you been serving in the military?1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children?1. Please explain your experience in the military thus farQuestions relating to participants perceptions1. What is your definition of parental involvement, particularly as it relates to education?1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare your role in your child’s education when not deployed and while deployed?1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like?1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education?1. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it.

1. How does being deployed alters your interactions with your child’s teachers and other educators1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain1. What advice would you give a military parent who is deployed or may deploy in the futureAppendix G: Focus Group Question GuideSemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question:What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions:1. Willeveryone please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent?1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you receivedAppendix H: Participant QuestionnaireQuestionsDemographic Information1. Name:1. Age:1. Ethnicity:1. Branch of Service1. Rank:1. Age of spouse:1. Spouse current profession:1. Highest degree earned:1. How many school-age children currently in your household?1. How many times have you been deployed?1. If currently deployed, what is the duration of your deployment?1. If not currently deployed: When was your last deployment, and how long?Written Refection of experiences1. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.

1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain?1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education?1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education?Appendix I: Standardized Open-Ended Interview QuestionsQuestionsOpening Questions1. Please introduce yourself, describe yourself and your family2. How long have you been serving in the military?3. In the past two years, how many times and for how long were you deployed?4. What is the age and gender of your school-age child or children?5. Please explain your experience in the military thus far6. Questions relating to participants perceptions7. What is your definition of parental involvement, particularly as it relates to education?8. In what way (if any) does your definition of parental involvement change while deployed?9. How would you compare and contrast your role in your child’s education when not deployed and while deployed?10. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?11. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?12. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education?13. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like?14. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?15. Questions relating to participants’ perceptions of challenges16. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education?17. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it.

18. How does being deployed alters your interactions with your child’s teachers and other educators?19. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain20. What advice would you give a military parent who is deployed or may deploy in the future?Appendix J: Standardized Open-Ended Focus Group QuestionsQuestionsOpening Questions:1. Will everyone please state your name, your military branch, and length of service?2. Questions Relating to Challenges Parents experience while Deployed:3. As a parent, how would you describe your overall experience of being separated from your family while deployed?4. What would you identify as the most challenging aspect of being a military deployed parent?5. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome them?Questions Relating to Participants involvement:6. How has your deployment affected your child’s performance in school?7. How often and in what way do you interact with your child’s teachers or educator? What types of feedback have you received?

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