The identification of effective teaching is a continuous and challenging task. This study was an investigation of the relationship among the teacher evaluation, student perception surveys, and student growth scores of students in grades 3 through 8. The entire population of the small district was included in the study. The sources for this study were the North Carolina Educator Evaluation System (NCEES), Educator Assessment Score (EVAAS), and student perception surveys. The purpose was to identify traits of effective teachers from these meaningful sources or among the combinations of these sources. The teachers' EVAAS index was used for all calculations. The index was calculated by dividing how much progress the teachers' students made compared to other students across the state by the standard error for the population.
The data were analyzed using t-test, Pearson product-moment correlation, and multiple regressions. The results showed statistically significant correlations between the teacher evaluations performed by school administrators and the students' perceptions from the surveys. There were no significant correlations related to student growth scores. Multiple regressions disclosed a significant statistical finding in these areas: the combination of NCEES standard 4 (facilitation of learning), and student perception characteristics of a challenging, engaging classroom where their input is important are predictor of student growth scores (EVAAS). Additional research is needed to validate and expand upon these findings.
|Advisor:||Stegall, Bill W.|
|Commitee:||Redmond, Barry G., Wimberley, Lloyd|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, School administration|
|Keywords:||Effective teacher, Student growth scores, Teacher evaluation|
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