For decades, accountability for student results has been at the forefront of school reform. While many school-based factors have influence, teacher quality has consistently been identified as the most important school-based factor related to student achievement (Rivkin, Hanushek, & Kain, 2000; Stronge, 2007). Research also suggests that a quality teacher can substantially minimize the challenges faced by at risk students (Hanushek, Kain, & Rivkin, 1998). However, defining a quality teacher and determining the factors related to teacher effectiveness are not easy tasks. This research study answers the overarching question What are the primary criteria utilized by school leaders to ensure the hiring of high quality teachers? by examining school leaders’ and novice teachers’ perceptions of the important factors related to teacher quality (teacher inputs, system inputs, and comprehensive hiring practices).
|Advisor:||Olivier, Dianne F.|
|Commitee:||Autin, Nancy P., Campbell, Kathleen T., Dick, Steven J.|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education|
|Keywords:||Hiring practices, Teacher quality|
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