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Date Available

4-22-2026

Year of Publication

2026

Document Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

College

Education

Department/School/Program

Educational Leadership Studies

Faculty

Beth Rous

Faculty

John Nash

Abstract

This study employed a Mixed Methods Action Research (MMAR) design to examine recruitment communication within a public school system facing persistent underrepresentation of minority educators.  Recruitment prototypes were developed in collaboration with district leadership and evaluated in a formative pilot involving 15 educators who provided Likert-scale ratings and written feedback on clarity, cultural relevance, persuasiveness, and engagement.  Quantitative findings indicated that messaging emphasizing professional purpose and pathways into teaching was perceived as clear and engaging.  In contrast, cultural relevance consistently received the lowest ratings across prototypes.  Qualitative responses revealed that reliance on non-local and AI-generated imagery weakened perceived authenticity and credibility. Integration of findings demonstrated that inclusive language alone was insufficient to establish cultural resonance; visual authenticity and recognizable representation were essential.  Monitoring conversations with district stakeholders highlighted the need for locally grounded visuals and ongoing feedback loops while recognizing that messaging interventions operate within broader structural constraints.  Findings suggest recruitment materials function not only as informational tools but also as signals of district values and belonging.  This study illustrates how MMAR can support iterative refinement of district-level interventions within organizational contexts.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.87

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