Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rhonda Jeffries

Abstract

This action research dissertation aimed to examine the impact of teachers’ knowledge of education law and their perceived understanding of how it impacts their daily functions. This mixed methods study was conducted using digital data collection methods and analysis. The findings of this study revealed an increase in legal literacy among both pre-service and in-service teachers. Quantitative findings indicated an improved understanding of key legal concepts amongst participants. Additionally, qualitative findings expressed a heightened awareness and clarity surrounding legal responsibility for teachers. Across both in-service and pre-service teacher participant groups, participants identified gaps in their understanding and recognized the value of structured legal instruction. The implications of this research allowed for this study to contribute to the growing body of scholarship on teacher preparation

Rights

© 2026, Landon Lee Kekoa Fielder

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