Dissertation/Thesis Abstract

Perceptions of Critical Factors Related to Teacher Quality: Teacher Inputs, System Inputs, and Comprehensive Hiring Practices
by Pippen, Rebecca Gintz, D.E., University of Louisiana at Lafayette, 2016, 233; 10245285
Abstract (Summary)

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).

Indexing (document details)
Advisor: Olivier, Dianne F.
Commitee: Autin, Nancy P., Campbell, Kathleen T., Dick, Steven J.
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 78/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Educational administration, Education
Keywords: Hiring practices, Teacher quality
Publication Number: 10245285
ISBN: 9780355113105
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