Date Approved

5-11-2026

Embargo Period

5-10-2028

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

Cecile Sam, Ph.D.

Committee Member 1

Drew Tinnin, Ed.D.

Committee Member 2

Stephanie Lezotte, Ph.D.

Keywords

FERPA;Program Evaluation;REGISTRAR

Disciplines

Education | Higher Education

Abstract

The Family Educational Rights and Privacy Act (FERPA) governs access to and disclosure of student education records. Colleges and universities consistently provide FERPA training to employees; however, employees often interpret and apply this training differently across roles and institutional contexts, which can contribute to unintentional compliance violations, particularly as institutions rely more heavily on digital systems and online platforms (American Association of Collegiate Registrars and Admissions Officers [AACRAO], n.d.; U.S. Department of Education, 2014, 2024). This study evaluated the effectiveness of a mandatory online FERPA training program at Greenwood University, a public, medium-sized, four-year institution in New Jersey. Guided by theory-driven program evaluation and self-efficacy theory, the study used a sequential explanatory mixed-methods design. The study collected quantitative data through a post-training survey measuring perceived FERPA knowledge, confidence, and satisfaction and gathered qualitative data from open-ended survey responses and structured interviews. Findings indicated that faculty and staff viewed the training as clear and relevant, reported increased confidence in applying FERPA principles, and identified an ongoing need for role-specific guidance. These findings suggest that theory-driven FERPA training can strengthen institutional compliance and support the protection of student data privacy.

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Available for download on Wednesday, May 10, 2028

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