A Qualitative Case Study of Teachers' Perceptions of Mobile Military-Connected Students

Abstract

The problem addressed in this study was the academic challenges faced by mobile military-connected students who experience frequent transitions due to their parents’ military service, resulting in learning gaps and academic disruptions. The purpose of this qualitative case study was to explore teachers’ perceptions of the academic challenges faced by mobile military-connected students and their experiences with inconsistencies in curricula, content pacing, and other interventions on their academic achievement. A qualitative research methodology explored teachers’ perceptions of the academic challenges faced by mobile military-connected students and their perceptions of the inconsistencies in curricula, content pacing, and other interventions for mobile military-connected students who experience frequent transitions. A case study was the research design used for this study. The sample size comprised 10 teachers from a high school in San Antonio, Texas, who taught military-connected students. Utilizing Merrill’s First Principles of Instruction as a conceptual framework, data was collected through interviews and questionnaires, revealing key themes such as curriculum inconsistencies, varying content pacing, and the need for tailored interventions. Teachers reported challenges integrating military-connected students, observing both adaptation and disengagement in the classroom, and emphasized the necessity of stable educational environments, flexible instructional strategies, and systemic solutions like curriculum standardization. The study provided actionable recommendations, such as enhanced teacher training, targeted social-emotional and academic support, and curriculum standardization, while identifying future research opportunities to improve outcomes for this unique and sometimes forgotten student population.