The Perceptions of Teachers and School Administrators of School Effectiveness in 11 Schools in a Southern Mississippi School District PDF Download
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Author: Bradford Lee Harrison
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages :
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Book Description
The purpose of this study was to identify perceptions of teachers and school administrators in a southern Mississippi school district that could predict the overall effectiveness of a school district. The 7 correlates of effective schools were used in the study and represented the dependent variables while teacher and school administrator demographic variables represented the predictor variables. The study addressed three research questions: (a) what are the descriptive perceptions of teachers and school administrators of school effectiveness of 11 schools in a south Mississippi school district as measured by the School Effectiveness Characteristics and Indicators Questionnaire (SECIQ) (b) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of teachers' perceptions of school effectiveness in a south Mississippi school district and (c) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of administrators' perceptions of school effectiveness in a south Mississippi school district? The demographic variables that were used in the study to predict the effectiveness of the school district as measured by the SECIQ were: (a) educator title - teacher, principal, assistant principal, (b) age, (c) school level - elementary, middle, or high school, (d) degree level - bachelor, master, specialist, doctoral, (e) years experience as an educator, and (f) gender. A total of 314 teachers and 9 administrators participated in the study that resulted in 323 (281 female = 87%, 42 male = 13%) participants. Multiple linear regression analysis was used in the study. The researcher analyzed the data (teacher responses) and concluded that age, school level, and gender were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ. The researcher also analyzed the data (administrator responses) and concluded that degree, age, and experience were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ in the studied school district. Conclusions and recommendations based on the findings of this study indicate that certain teacher and school administrator demographic variables could possibly predict the effectiveness of a school district based on the 7 correlates of effective schools.
Author: Bradford Lee Harrison
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages :
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Book Description
The purpose of this study was to identify perceptions of teachers and school administrators in a southern Mississippi school district that could predict the overall effectiveness of a school district. The 7 correlates of effective schools were used in the study and represented the dependent variables while teacher and school administrator demographic variables represented the predictor variables. The study addressed three research questions: (a) what are the descriptive perceptions of teachers and school administrators of school effectiveness of 11 schools in a south Mississippi school district as measured by the School Effectiveness Characteristics and Indicators Questionnaire (SECIQ) (b) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of teachers' perceptions of school effectiveness in a south Mississippi school district and (c) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of administrators' perceptions of school effectiveness in a south Mississippi school district? The demographic variables that were used in the study to predict the effectiveness of the school district as measured by the SECIQ were: (a) educator title - teacher, principal, assistant principal, (b) age, (c) school level - elementary, middle, or high school, (d) degree level - bachelor, master, specialist, doctoral, (e) years experience as an educator, and (f) gender. A total of 314 teachers and 9 administrators participated in the study that resulted in 323 (281 female = 87%, 42 male = 13%) participants. Multiple linear regression analysis was used in the study. The researcher analyzed the data (teacher responses) and concluded that age, school level, and gender were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ. The researcher also analyzed the data (administrator responses) and concluded that degree, age, and experience were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ in the studied school district. Conclusions and recommendations based on the findings of this study indicate that certain teacher and school administrator demographic variables could possibly predict the effectiveness of a school district based on the 7 correlates of effective schools.
Author:
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ISBN:
Category :
Languages : en
Pages :
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Author: Dr. Kusuma Koteswari
Publisher: Lulu.com
ISBN: 0359947581
Category :
Languages : en
Pages : 204
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Author: Leonard Murphy Adkins
Publisher:
ISBN:
Category : Curriculum evaluation
Languages : en
Pages : 260
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Author: Albert Jerry Comfort
Publisher:
ISBN:
Category : Education equalization
Languages : en
Pages : 480
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Book Description
Author: Lois A. Kappler
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Book Description
A strong focus has been placed on accountability for the educational process and the achievement of all students. This has put tremendous pressure on teachers, as well as school administrators, superintendents, and school board members, to seek innovative ways to increase student achievement and to ensure that effective teachers are in all classrooms, so emphasis is on developing effective evaluation systems. Given the development and implementation of the Mississippi Teacher Evaluation System (MTES) in 2010, there is a need to discover the perspectives of the teachers who are evaluated within this process. The success of an evaluation process will only be successful if teachers use it to enhance their professional growth and effectiveness in the classroom. In order to gain an understanding of the perceptions of Mississippi teachers in Teacher Incentive Fund (TIF) schools and their insight into the MTES, this study focused on three research questions: (1) how do Mississippi teachers perceive the usefulness of the MTES, (2) how do Mississippi teachers perceive that the MTES develops their effective teaching practices, and (3) how do Mississippi teachers perceive that the MTES supports teachers’ professional growth? A qualitative approach provided descriptive, narrative, and percentage responses to the research questions of this multiple-case study. Results showed that the majority of the TIF teachers who participated in this study perceived that the MTES to have some degree of usefulness, especially when implemented consistently across the campus. Teachers who did not experience the entire evaluation process and feedback conferences were frustrated and irritated by the process. Overall, teachers did experience an improvement in their instructional practices because of their participation in the MTES, and most perceived that the MTES supported their professional growth because of targeted professional development and the development of professional-growth goals. With timely feedback and evaluator support, teachers are enriching their teaching practices which enhance student engagement, but they are concerned that the instrument is not being implemented consistently in all schools. There is a lack of confidence in navigating the observation rubric and implementing the process with consistency.
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Book Description
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 994
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Author: Daniel Martin Rushing
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232
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