Dissertation/Thesis Abstract

A Case Study of Key Stakeholder Perceptions of the New Jersey Teacher Evaluation Process
by Nwafor, Jasper C. N., Ed.D., Northcentral University, 2019, 214; 22583297
Abstract (Summary)

The purpose of this qualitative, exploratory, single-case study was to investigate the perceptions of key middle school stakeholders (i.e., administrators, classroom teachers, and parents) regarding how being educated in the current teacher accountability evaluation system and student academic growth in the school district in New Jersey influences student academic achievement and the behavior of adolescents. Although teacher accountability education and classrooms have been implemented in over two-third of the United States in order to address the issues of low student academic achievement, little research has been done focusing on the key stakeholders’ (i.e., administrators, classroom teachers, and parents) perceptions of how teacher accountability education influences student behavior and academic growth in connection to teacher evaluation. Parsons’ social learning theory and Durkheim’s functionalistic goals of society theory served as the main conceptual frameworks for this study. Data consisting of the Key Stakeholder Perspectives Inventory (KSPI), interviews, and a focus group were obtained from a sample of 31 stakeholders (two administrators, 24 teachers, and five parents who are educators in public school). Collected data were coded and themed. Overall, the majority of the teachers gave a positive perception of teacher accountability education. Six major themes emerged that dealt with the successes, benefits, and challenges for key stakeholders in teacher accountability education: 1) students’ relationship, 2) classroom management, 3) student self-confidence, 4) student self-efficacy, 5) administrative support, and 6) professional responsibility development. Based on current findings, future recommendations include broader study into teacher perceptions regarding professional development needs, as well as additional qualitative studies on the perceptions of other key stakeholders (e.g., community, and business leaders) on the benefits of their participation in a teacher accountability classroom education.

Indexing (document details)
Advisor: Shaw, Melanie
Commitee: Mazze, Candace, Cummins, Linda, Vance, Joanna
School: Northcentral University
Department: School of Education
School Location: United States -- California
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Middle School education
Keywords: Accountability, Achievement, Education, Evaluation, Student, Teacher
Publication Number: 22583297
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest