Dissertation/Thesis Abstract

An Exploratory Study of the Perception of Teacher Effectiveness: An Examination of Urban School Principals
by King, Rayeanne , Ed.D., Howard University, 2020, 198; 27995188
Abstract (Summary)

In this study, I evaluated the lived experience of elementary school principals to determine if a principal’s perceptions of teacher effectiveness can affect the evaluation instrument despite the design of the instrument. Furthermore, the study examined if teachers believe that the feedback provided by the principals has supported the improvement of instruction and student achievement. This research used to broaden the current scholarly work on teacher effectiveness and to explain how principals’ perception is shaped by the experiences they have encountered. Productive strategies for evaluating outcomes are becoming increasingly important for the improvement, and even the survival, of teacher education (Darling-Hammond, 2006). Analyzing the bias a principal may bring when determining if a teacher is effective is an under-researched area. The attempt to utilize ill-fitting theories has potentially left massive gaps in the research data to date. The Characteristics of Teacher Effectiveness Model was developed to identify how teachers are deemed effective at the school level through the principals' lens. The current study builds on the research about teacher effectiveness based on findings suggesting that principals themselves have a somewhat limited ability to identify the teachers in their schools who are successful in raising students’ achievement (Engel, 2013). Accordingly, this phenomenology study explored the experiences of five elementary school principals and 12 teachers in an urban school district. The themes that arose from their experiences was identified through three data collection methods: semi-structured interviews, open-ended questionnaires and document analysis that provided demographic information that was used to identify the characteristics that many researchers believe effective teachers embody. The data collected yield implications for future practices in the evaluation process, while adding to the scholarly literature regarding teacher effectiveness.

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Indexing (document details)
Advisor: Grillo, Lisa
Commitee: Dantley, Scott, Rodriguez, Cristobal, Palmer, Robert, Cadet, Jean_Paul, Lewis, Jubria
School: Howard University
Department: Educational Leadership & Policy Studies
School Location: United States -- District of Columbia
Source: DAI-A 82/3(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational evaluation, Education, Educational administration
Keywords: Principal’s lens, Principal’s perception, Student achievement, Teacher effectiveness, Teacher evaluation, Urban education
Publication Number: 27995188
ISBN: 9798678113535
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