School Leaders' Perceptions of the Traits of Incompetent Teachers and the Barriers to Their Dismissal PDF Download
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Author: Susan A. Brousseau
Publisher:
ISBN:
Category : Teacher effectiveness
Languages : en
Pages : 117
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Book Description
This study examined the perceptions of school leaders regarding the traits of incompetent teachers and the barriers to their dismissal. Fifty-four school leaders participated in the online survey, which included Likert-scale items and open-ended questions. The Likert-scale items were partially replicated from an earlier study and the open-ended questions were constructed by the researcher. Ten school leaders shared their perceptions and experiences as they related to the traits of incompetent teachers and the barriers to their removal by participating in the interview phase of the research study. School leaders identified many common traits among incompetent teachers. The five most common traits of incompetent teachers identified by school leaders were the following: weak classroom management skills, weak communication with parents, poor professional judgment, low levels of student achievement, and lack of lesson planning. The least common traits of an incompetent teacher which were identified by school leaders included: excessive student drop-outs, poor reading and writing skills, refusal to obey school rules, and lack of subject matter knowledge. Administrators also acknowledged common barriers encountered when trying to dismiss a teacher. The top three barriers to dismissing an incompetent teacher were: required administrative time, protection of the employee by the union, and difficulty providing the necessary documentation. In contrast, school leaders identified the following barriers as having little influence on the dismissal of an incompetent teacher: lack of community support, lack of support by school employees, lack of strength of character by the principal, and lack of support by the principal's superiors.
Author: Susan A. Brousseau
Publisher:
ISBN:
Category : Teacher effectiveness
Languages : en
Pages : 117
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Book Description
This study examined the perceptions of school leaders regarding the traits of incompetent teachers and the barriers to their dismissal. Fifty-four school leaders participated in the online survey, which included Likert-scale items and open-ended questions. The Likert-scale items were partially replicated from an earlier study and the open-ended questions were constructed by the researcher. Ten school leaders shared their perceptions and experiences as they related to the traits of incompetent teachers and the barriers to their removal by participating in the interview phase of the research study. School leaders identified many common traits among incompetent teachers. The five most common traits of incompetent teachers identified by school leaders were the following: weak classroom management skills, weak communication with parents, poor professional judgment, low levels of student achievement, and lack of lesson planning. The least common traits of an incompetent teacher which were identified by school leaders included: excessive student drop-outs, poor reading and writing skills, refusal to obey school rules, and lack of subject matter knowledge. Administrators also acknowledged common barriers encountered when trying to dismiss a teacher. The top three barriers to dismissing an incompetent teacher were: required administrative time, protection of the employee by the union, and difficulty providing the necessary documentation. In contrast, school leaders identified the following barriers as having little influence on the dismissal of an incompetent teacher: lack of community support, lack of support by school employees, lack of strength of character by the principal, and lack of support by the principal's superiors.
Author: Christopher A. Grauf
Publisher:
ISBN: 9781321684766
Category : Teacher-principal relationships
Languages : en
Pages : 316
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Book Description
Research suggests that hiring and retaining high quality teachers is probably the most important school related factor in providing a quality education for students, as well as improving student achievement. Because of the importance of providing all students with highly capable and qualified teachers, this study explored characteristics of incompetent teachers and barriers to their dismissal to help school leaders better understand, and hopefully reverse, the negative impact caused by incompetent teachers. The three goals of this study were to develop a more complete understanding of: 1) characteristics that cause teachers to be identified as incompetent; 2) barriers to removing incompetent teachers and replacing them with quality educators; and 3) to determine effective practices for working with and dismissing incompetent teachers. Incidence rates, characteristics of incompetent teachers, barriers to the dismissal of incompetent teachers, and effective practices in overcoming barriers to dismissal were examined through the eyes of public school principals in the state of Missouri. Findings were broken down to determine how a principal's gender, level of experience, grade level and size of the school in which the principal serves, and location of the school affect how a principal views teacher incompetence. Findings indicate the most prominent characteristics to be ineffective instructional practices, lack of classroom management, poor relational skills. The most significant barriers to dismissal were reported to be time, laws protecting teachers, and potential litigation. Effective practices for working with or dismissing incompetent teachers included frequent observation and communication, consultation with key stakeholders, meticulous documentation, and the development of effective hiring practices. Results from this study may be used as a catalyst for conversations on changing policies related to teacher tenure. Schools may use results from this study to guide professional development for current administrators on the topic of working with incompetent teachers. Administrator preparation programs may use results to guide learning processes about incompetent teachers for future administrators.
Author: Edwin M. Bridges
Publisher: University of Oregon ERIC Clearinghouse on Educational Management
ISBN:
Category : Education
Languages : en
Pages : 102
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Book Description
Featuring the same practical guidelines for ridding schools of incompetent teachers as the 1984 edition, this new edition incorporates substantially revised material on three topics: criteria and information sources for evaluating teaching effectiveness, remediation procedures, and grounds for dismissal. The book presents an eight-step systematic, organizational approach to resolving several interrelated problems: (1) the legal barriers to dismissing tenured teachers for classroom incompetence; (2) the technical problems of evaluating teacher effectiveness; and (3) the human obstacles, chiefly supervisors' unwillingness to discharge teacher evaluation, remediation, and dismissal responsibilities. The eight steps are: (1) establishing teaching excellence as a high district priority; (2) adopting and publishing reasonable teacher evaluation criteria; (3) adopting sound procedures for determining whether teachers satisfy these criteria; (4) providing unsatisfactory teachers with remediation and a reasonable time to improve; (5) ensuring that appraisers have the requisite competencies; (6) providing appraisers with necessary resources; (7) holding appraisers accountable for evaluating and dealing with incompetent teachers; and (8) providing incompetent teachers with a fair hearing prior to making the dismissal decision. The final chapter recommends strategies for creating environmental conditions conducive to success. A commitment to ongoing leadership is essential. An appendix contains the District Evaluation Practices Inventory, designed to be used in conjunction with this handbook. (143 references) (MLH)
Author: Brendan P. Menuey
Publisher:
ISBN:
Category :
Languages : en
Pages : 366
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Book Description
Author: James H. Stronge
Publisher: ASCD
ISBN: 1416607447
Category : Education
Languages : en
Pages : 274
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Book Description
Shows principals how to successfully balance the needs and priorities of their school and continuously develop and refine their leadership skils.
Author: Michael Edward Ward
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 582
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Book Description
Author: Edwin M. Bridges
Publisher:
ISBN: 9780185000880
Category : School supervision
Languages : en
Pages : 0
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 608
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Author: Muhammad Khalifa
Publisher: Harvard Education Press
ISBN: 1682532097
Category : Education
Languages : en
Pages : 228
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Book Description
Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 784
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Book Description
