Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Eric Sierra

Second Advisor

Dr. Susan Hicks

Third Advisor

Dr. Gloria Morrow

Abstract

Fear can be a powerful catalyst for cognitive potential, or a potent agent of havoc. This descriptive (transcendental) phenomenological study aimed to understand the phenomenon of fear experienced by teachers in public and private secondary schools in Central Florida. Semi-structured interviews collected data from the purposive sample, and the data were thoroughly analyzed using Colaizzi's (1978) model. The emergent essence of the lived experience of teachers identified the phenomenon of fear as the inducement of a debilitating sense of powerlessness that diminishes self-confidence and self-efficacy, resulting in emotional, cognitive, and/or physical impairments that directly affect the metacognitive potential of teachers. The three broad themes identified administrators, parents, and students as the primary sources of fear for secondary school teachers; confirmed the physical, emotional, and cognitive impact on teachers' experiences with fear; and delineated different mechanisms for coping with experiences of fear. Each broad theme expanded into three sub-themes. While sobering, the implications of this study can catalyze all stakeholders to be cognizant of patterns associated with a culture of fear, paying particular attention to gaps in communication. Since metacognitive methods are necessary to empower teachers to courageously and effectively prepare students for the challenges and opportunities of an increasingly uncertain future, an environment that limits fear and fosters metacognition is essential. Students’ outcomes will only improve when all stakeholders work together and in relation to teachers’ overall well-being.

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