The purpose of this study is to identify practices that signal underperformance of teachers to building-level administrators as well as identify how building-level administrators respond to teacher underperformance and the steps taken to move them out of mediocrity. The researcher seeks to provide recommendations to help building-level administrators address teacher underperformance and identify the barriers elementary principals face when dealing with underperforming teachers. The participants in the study included 15 elementary principals working in different districts within Suffolk County, New York. Principals were included from a variety of experience levels. Interviews were used as a data collection method. Interviewee’s responses were input to NVivo, a qualitative computer software program, for coding and analysis. This study will allow for a cohesive definition of teacher mediocrity, a clear depiction of steps taken to address teacher mediocrity and recommendations to be made to the existing literature on how to address teacher mediocrity, which can be shaped into a continuous plan for teacher improvement.
|Commitee:||Bernato, Richard, Blanchard, Weedens|
|School:||St. John's University (New York)|
|Department:||SoE Educational Administration and Supervision|
|School Location:||United States -- New York|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Elementary education|
|Keywords:||Children, Elementary principals, Marginal teachers|
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