Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Lesa Widener

Abstract

This qualitative study explored educator perceptions of the impact of intracurricular and extracurricular activities on student academic achievement in a rural high school in Eastern North Carolina. Grounded in Bandura’s (1986) Social Cognitive Theory and Maslow’s (1962) Hierarchy of Needs, the study examined how structured school-based programs influence student motivation, engagement, and academic performance. Data were collected through three rounds of semi-structured interviews with purposive groups of core teachers, elective teachers/sponsors, and school administrators, followed by a culminating focus group to confirm emerging themes. Inductive thematic analysis revealed that participation in structured programs positively influenced academic outcomes by promoting accountability, time management, persistence, and organizational skills. Participants consistently emphasized that eligibility requirements and program expectations motivated students to maintain academic performance, while relationships with peers, coaches, and mentors fostered a sense of belonging and engagement. Additionally, findings indicated that participation improved attendance, discipline, and overall student responsibility, which indirectly supported academic success. The study contributes to the literature by centering teacher and administrator perspectives in evaluating program effectiveness, particularly in rural and high-poverty contexts. Implications highlight the importance of expanding access to structured programs, strengthening mentorship opportunities, and aligning program expectations with academic goals to enhance student achievement.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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