Date Approved

5-11-2026

Embargo Period

5-11-2026

Document Type

Thesis

Degree Name

M.A. Higher Education

Department

Educational Leadership, Administration & Research

College

College of Education

Advisor

Stephanie Lezotte, Ph.D.

Committee Member 1

Tyrone McCombs, Ph.D.

Committee Member 2

Andrew Tinnin, Ed.D.

Abstract

“A teacher is an important element of an education system because the impact of the teachers on the students and education programs is known much higher than other elements” (Kadi et al., 2015, p. 1). This study seeks to further understanding of the challenges pre-service teacher experience through their collegiate careers, and how institutions can implement resources such as Living-learning communities in their college campus residence halls to support their students and contribute to the long-term success of teachers post college. A quantitative study was done surveying pre-service teachers at Rowan University to gather knowledge about their different experiences with the College of Education, resources, support, and their perception of how a living-learning community could have possibly contributed to their success. The literature review dives into the research scholarship related to the problem and the different stress factors that pre-service teachers experience throughout their college experience. Survey results indicate that pre-service participants expressed lack of support the College of Education, program advisors, and at times, cooperating teachers.

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