Dissertation/Thesis Abstract

The Influence of Principal and School Characteristics on Principal Ratings of Teachers Using the North Carolina Teacher Evaluation Instrument
by Leggett, Stacy, Ed.D., The George Washington University, 2015, 220; 3668722
Abstract (Summary)

The purpose of this study was to evaluate the influence of principal and school characteristics on principal mean ratings of teachers using the North Carolina teacher evaluation instrument. A review of recent literature identified principal, teacher, evaluation process, and school characteristics possibly influencing principal ratings of teachers, but the studies found explicitly addressing these relationships focused specifically on the relationship between principal ratings and teacher effectiveness as measured by value-added data. A series of simple and multiple regression tests were used in this study to examine the influence of principal characteristics and school characteristics on the distribution of principal ratings for Standards 1 through 5 of the North Carolina evaluation instrument. The predictor variables were principal years' experience as a principal, principal implicit person theory, principal number of dominant leadership orientation frames, school grade span, and school growth status. Principal years' experience as an administrator and teacher were also collected. Exploratory variables included were school Title I status, teacher turnover rate, and the percent of teachers with less than three years' experience.

To evaluate the influence of principal and school characteristics, a stratified, proportional sample of 399 principals were invited to participate in an online survey. Only 73 principals responded with only 68 of the responses meeting the criteria of completion to be used in the study. Principal years' experience as an administrator, school teacher turnover rate, and school percent of teachers with less than three years' experience significantly influenced principal mean ratings of teachers. The more years' experience as an administrator, the higher the principal mean rating assigned. The higher teacher turnover rate and percent beginning teachers, the lower principal mean rating assigned. This was an exploratory study revealing further opportunities for study on the influence of factors other than teacher effectiveness influencing principal ratings.

Indexing (document details)
Advisor: Clayton, Jennifer K.
Commitee: Cieslak, Michael, Dannels, Sharon A., DeSander, Marguerita, Thessin, Rebecca A.
School: The George Washington University
Department: Educational Administration and Policy Studies
School Location: United States -- District of Columbia
Source: DAI-A 76/05(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational leadership, School administration
Keywords: Principal ratings, Teacher evaluation, Teacher performance appraisal
Publication Number: 3668722
ISBN: 978-1-321-43992-2
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy