Dissertation/Thesis Abstract

A Case Study Analysis of Performance Improvement Plans for Classroom Teachers
by Ziegler, Scott A., Ed.D., Northwest Nazarene University, 2019, 140; 22584509
Abstract (Summary)

Research has shown that principals struggle with the identification and development of ineffective teachers. Therefore, the purpose of this study was to determine how principals document deficient performance in teacher evaluation records and, what methods principals use to facilitate improved teacher performance. This case study relied on document analysis to explore two things: a) what characteristics must be present in a teacher’s performance before a principal places the teacher on a performance improvement plan (PIP) and b) what techniques do principals use to facilitate improved teacher performance. Ten cases were selected for inclusion in this study. Results suggest two themes related to PIPs and teacher performance management: a) principals often place teachers on a PIP for performance deficiencies in the areas of learning environment and instructional delivery or because the teacher was involved in a critical safety incident, b) principals use a variety of self-supported and adminstration-support methods to facilitate improved teacher performance. Traditionally, teacher evaluations have had little impact on teaching and learning. This study supports the assertion that school districts should improve teacher evaluation processes in the interest of boosting student achievement.

Indexing (document details)
Advisor: Studebaker, Bethani
Commitee: Cromartie, Michael, Raney, Taylor
School: Northwest Nazarene University
Department: Education
School Location: United States -- Idaho
Source: DAI-A 81/2(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational evaluation, Education Policy
Keywords: Case study, Performance improvement plans, Teacher evaluation
Publication Number: 22584509
ISBN: 9781085734349
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