Document Type



Doctor of Philosophy


Education, Educational Leadership & Policy Studies

Date of Defense


Graduate Advisor

Matthew D. Davis, PhD


April Regester

Carl Hoagland

Charles Fazzaro


The purpose of this phenomenological study was to explore how having Tourette syndrome has shaped educators’ relationships in their personal and professional experiences. I completed a series of three in-depth interviews with seven educators in K-12 public schools who self-identify as an educator with Tourette syndrome. I began with a background of the participants’ experiences related to having Tourette syndrome. From there, I discussed participants’ experiences in regard to attaining and retaining employment. My guiding research questions were how having Tourette syndrome shapes relationships with administrators, colleagues, and students and their parents. Also, I asked how Tourette syndrome has shaped their own identity. Little current research examines the experiences of teachers with disabilities. As a seasoned teacher who has Tourette syndrome, I want to document the stories of others to develop maps for career success.

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