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Proctor, Kathleen Anne. "Co-operative teaching practice supervision : an analysis of how teachers, students teachers and supervising tutors may work together effectively." Thesis, Durham University, 1991. http://etheses.dur.ac.uk/1485/.
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Prigge, Debra J. "Supervising the special education paraprofessional in inclusionary settings /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7625.
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O'Neil, Kason M., and Diana Mozen. "Supervising Physical Education Student Teachers Through Live Remove Video." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4034.
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This session will discuss the benefits, limitations and future possibilities of using live remote video supervision during physical education student teacher practicum experiences. Presenters will share their experiences using live remote video supervision both in general and adapted PE settings, and provide university supervisors ideas for implementation at their own institution.
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Floyd, Loury Ollison. "Supervising paraeducators: Practices and perceptions of special education teachers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154064.
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Mitchell, Jane, and n/a. "Negotiating the practice of teaching : a study of evaluative discourse between student teachers and their associates." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061018.141211.
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The central question in this thesis is How do participants in the practicum interact in order
to evaluate teaching practice? This question has been posed for several reasons:
1. The practicum is a crucial part of teacher education and teacher socialisation;
2. Little is known about the nature of student teacher learning during the practicum;
3. Much of what happens during practicum interactions is taken for granted, and needs to
be made explicit in order to fully understand how student teachers learn and what it is
important for them to know.
In order to investigate this question this study examines the interactions between student
teachers and their supervising teachers in post lesson conferences. These conferences are
a site in which practicum participants evaluate teaching practice and in which values,
beliefs and knowledge about teaching in the context of the classroom and the practicum
are produced and reproduced. To obtain data on the ways in which participants interact
in post lesson conferences tape recordings of conferences and interviews with
participants have been collected and analysed. Three quite different cases are presented to
show a spectrum of evaluative styles and interactions.
In each case the language of the post lesson conferences is explored. A particular
concern in the thesis has been to consider the ways in which the linguistic choices of the
participants express their subjectivities as well as reflect the cultural and institutional
context in which the post lesson conferences were located. In order to achieve this the
study draws upon theoretical perspectives concerned with social practice, language and
meaning.
Fundamental to any evaluative interaction is its purpose, the relationship between the
participants and the construction of the evaluative criteria. This study has sought to
identify those routines that are a common part of and that underpin the purpose of
evaluative interactions in post lesson conferences. By considering the differences
between the interactions in each case, this research concludes that the degree of symmetry
in the participants' evaluative relationship and the extent to which the evaluative criteria
are made explicit are critical to the authority that student teachers have to negotiate their
understandings, reflect on their practice and take responsibility for their own learning.
The three cases provide a dynamic account of the evaluative process, and a more
comprehensive account than has hitherto been provided in much of the literature. They
also generate suggestions for future research in this important area of teacher education.
6
Lau, Man-shing. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachers themselves." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037884.
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Lau, Man-shing, and 劉晚成. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachersthemselves." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955563.
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Smith, Barbara M. "Supervising Teaching Candidates Using Face-to-Face and Virtual Observations: Perceptions and Preferences of Special Educators." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7353.
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Providing effective supervision of student teachers and interns is critical in preparing quality special education teachers. To decrease the time commitment of supervisors, researchers have suggested using virtual observations which are generally viewed as a valuable resource. This study examined the experience of teacher candidates supervised with a combination of face-to-face visits and video observations. Groups of university faculty (supervisors) and students (teacher candidates) from a western university participated with both methods of supervision over three years and provided feedback to researchers. Results highlighted participants<'> satisfaction with the supervision process, including advantages and concerns with each type and ways the combination of methods gave added value and efficiency. Benefits of using the combination of observation types, which was most valued by both supervisors and candidates, were convenience and flexibility of scheduling, opportunities for self-evaluation, and the nature and timeliness of feedback. Future research might focus on using the combination of supervision methods with licensure candidates in other groups of professionals and teachers or examine specific aspects of using the technology.
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Strong, Velma Pauline Gilstrap. "The views of principals, supervising teachers, and chapter I paraprofessionals on the actual and ideal role behavior of chapter I paraprofessionals." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/1719.
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The purpose of this study was to determine if discrepancies existed in the views of principals, supervising teachers, and Chapter I paraprofessionals regarding the actual and ideal role behavior of Chapter I paraprofessionals. The study also sought to determine if there were discrepancies between paraprofessionals' knowledge of role content and role behavior. In addition, the differences among certain biographical variables: age, sex, education, experience, certification and role knowledge of the paraprofessionals were examined. The study was conducted during the 1988-89 school year.
A questionnaire based on the job description of Chapter I paraprofessionals was developed by the researcher and mailed to randomly selected principals, supervising teachers, and Chapter I paraprofessionals in the elementary schools of a large metropolitan school system. The sample included 27 principals, 46 supervising teachers, and 46 paraprofessionals. Given a list of role behavior tasks on the questionnaire, the respondents were asked to identify actual duties performed by Chapter I paraprofessionals, give frequencies of duties, and indicate ideal duties that should be performed by the paraprofessionals. The paraprofessionals were also asked to complete a role knowledge questionnaire and demographic checklist of biographical variables. There was an 82 percent return of completed questionnaires.
FINDINGS Significant differences were found in the views of principals, supervising teachers, and the paraprofessionals themselves regarding ideal role behavior of paraprofessionals.
Significant differences were found between the views of Chapter I paraprofessionals concerning their actual role behavior and their role knowledge. A significant difference was found among age groups of paraprofessionals regarding role knowledge.
It was recommended that administrators, supervising teachers, and Chapter I paraprofessionals be more involved in the planning, implementation, and evaluation of the Chapter I program. Adherence to the guidelines should be an important focus; and superintendents should ensure that principals and staff adhere to the guidelines.
Additionally, there should be frequent monitoring of Chapter I services with technical support and assistance available from area, central, and state consultants. In-service should be given at the beginning and continue throughout the school year. Mature and better educated paraprofessionals should be hired for the Chapter I program.
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Palma, Gisele. "A ação mediadora da supervisão escolar e a ruptura de práticas tradicionais: uma reorganização do tempo e do espaço escolar." Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1934.
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Made available in DSpace on 2015-03-04T20:03:28Z (GMT). No. of bitstreams: 0
Previous issue date: 13Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A pesquisa teve por objetivo investigar a ação da supervisão escolar, enquanto mediadora do processo de ruptura de posturas tradicionais e de construção de novos saberes, no cotidiano da escola, tendo como campo empírico a Escola Municipal de Ensino Fundamental Senador Salgado Filho – SL/RS, a qual implementou, sob a coordenação da supervisão, o Projeto de Isonomia de Carga-Horária e Salas Temáticas – uma reorganização do tempo e do espaço escolar! A investigação teve caráter qualitativo e o estudo foi organizado sob duas categorias centrais (a ação supervisora e os saberes dos professores), possibilitando o diálogo com pesquisadores que deram sustentação teórica para a compreensão dos achados. Chistov, Cunha, Pimenta e Placco, fundamentalmente sustentaram a primeira categoria; e Charlot, Gómez, Libâneo, Pimenta, Tardif, a segunda. Outros pesquisadores iluminaram as descobertas desta pesquisa, trazendo referencias para as duas categorias, tais como Azevedo, Brandão, Freire, Rios e Sousa Santos. Na busca pelo
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Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.
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Williams, Robert Eugene. "Administrator and teacher perceptions of the qualities of effective teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154191.
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Berson, Ellen. "Teachers' Perspectives of Teacher Supervision Policies & Practices in Charter Schools in Pennsylvania." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/203250.
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Educational AdministrationEd.D.
The purpose of this qualitative case study is to discover how teachers view the teacher supervision practices that are in place in two selected charter schools in Southeast urban Pennsylvania by developing an in-depth perspective and understanding of teachers’ perceptions of the efficacy and impact on the current system. Data will be gathered on nine teachers and two teacher supervisors through a series of in-depth interviews, structured observations and document examination at each of the two selected charter schools. There are no experiments being conducted, nor is there any controlling factors in this qualitative study. Instead observations and interviews will be conducted that will allow the voices of the respondents to be heard. The goal is to hear what teachers’ persona perspectives are of the supervision process within their respective schools. This study moves beyond typical supervisory efficacy studies. First because of the setting in charter schools and secondly by examining the teachers’ perspectives of the supervision practices and policies within their schools. In order to gain a better understanding of the context for this study, it is necessary to look at the history of the charter school movement as well as the impact charter schools are having on traditional public schools as a result of the Educational Reform Movement. The current education reform standards found within the No Child Left Behind Act (2001) has brought about a renewed focus on the systems being used to critique teacher efficacy. It is the system that is used to assess teacher quality, through teacher supervision practices and policies that this case study will address. Linda Darling-Hammond (2007) who writes extensively on teacher quality, proposes creating a “high-quality teacher-performance assessment that measures actual teaching skill.” (p. 48). One that can be used for “determining teachers’ competence.” (p. 48). The need for this kind of assessment for teacher efficacy is important since “there does not appear any specific credential or characteristic that is a silver- bullet predicator of quality.” (Goldhaber, 2006, p.1). This qualitative case study will show the reading what systems currently exist within the teacher supervision practices and policies in these two selected charter schools in Southeast urban Pennsylvania. What drives this study will be the revelations of the teachers working in these charter schools who will share their personal point of view of the teacher supervision process based on their own experiences, through document and field observations. The study in itself will not examine any quantitative links with student achievement but is nevertheless based on the idea that good teacher supervision improves teaching that ultimately impacts student achievement levels. “Educational research convincingly shows that teacher quality is the most important schooling factor influencing student achievement.” (Goldhaber, 2006, p.1). Therefore it can be argued that teacher supervision can potentially improve teacher quality that in turn is directly linked to student achievement. While this study will focus on the exploration of teachers’ perspectives of the teacher supervision process that exists within charter schools, the outlying factors such as teacher education, hiring and teacher retention are instrumental in student achievement cannot be ignored, however this study will concentrate only on teacher supervision practices. The significance of this study is that it may provide additional insight on teacher supervision practices, which include a broad range of approaches from instructional, collegial, peer, clinical and self-directed. This study will provide information that will answer the overarching research question, what is the state of teacher supervision in two selected charter schools in Southeastern urban Pennsylvania? Little research has been published specifically on teacher perceptions of teacher supervision practices in urban charter schools. Teacher supervision and teacher evaluation “the process by which teachers are assessed professionally” (Goldrick, 2002, p.2) in urban charter schools have not previously been the subject of rigorous examination. Out of 664 dissertations that addressed the topic of charter schools, teacher supervision practices, teacher perceptions of teacher supervision practices and the impact teacher supervision has on student achievement, only 12 studies (less than 1%) focused on these areas of research. This paucity illustrates the need to increase studies in the area of teacher supervision practices to determine if they are impacting student achievement. The significance of this study comes from learning about a previously unexplored phenomenon in the increasingly influential charter school. Although this study could extend beyond the boundaries of teachers’ perspectives and potentially draw conclusions on the efficacy of teacher supervision practices based on the outcome of student achievement levels, that is not the focus or the reason for this study. The primary focus will remain on teacher's perceptions of the teacher supervisory practices in these two charter schools.
Temple University--Theses
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Lee, Young Ah. "A self-study of student teacher supervision for social justice six case studies /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095515439.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 166 p.; also includes graphics (some col.). Includes bibliographical references (p. 158-166).
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Bush, Brandon. "Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984136/.
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The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.
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Thomas, Chevese Renee. "Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85415.
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Teacher evaluation is mandated by state law and practiced in every public school district. The evaluation of teachers is a vital part of the work of school administrators and the evidence that aligns teacher supervision and its direct or indirect impact on student achievement is scant (Ebmeier, 2003). The researcher examined perceptions of elementary teachers in a southeastern Virginia school division regarding the teacher evaluation process. The goal was to determine how the teacher evaluation process influences professional growth and instructional practices at the elementary school level. In addition to identifying the overall perception of the evaluative practices employed in the school division, the researcher gleaned additional understandings of teacher perceptions on how a particular evaluation tool's effectiveness, purposes, and reliability impact teacher behavior.
Perceptions of teachers from 20 elementary schools in an urban school division in Virginia were researched using a quantitative methodology. There were a total of 446 teachers in grades PreK through 5 in the 20 schools. Data were collected through an online teacher questionnaire. The revised Teacher Evaluation Profile (TEP), created by Stiggins and Duke (1988), was used as the survey tool. The TEP was designed to elicit responses on a Likert scale using five attributes of a particular teacher evaluation experience.
Data from the TEP indicate that teacher perceptions of the overall quality of the evaluation process vary. While there was a consistent perception of neutrality, less than 50% of the teachers perceived the evaluation as a meaningful process. Furthermore, teachers reported that the evaluation process had minimal impact on their professional growth and professional practice. The results of this study may impact the professional development opportunities linked to the evaluation process.Ed. D.
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McCollum, Irish Phaletta. "Beginning Teachers' Perceptions of a Teacher Mentoring Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.
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The decline in teacher retention is a growing problem in the 21st century. Beginning teacher turnover rates have grown by 50% over the past decade, with the national rate increasing to over 20%. Beginning teachers entering the profession are leaving within their first 3 years, with half leaving the profession in the first 5 years. To meet their growing needs, districts and states spend billions of dollars to recruit, hire, and try to retain new teachers. The purpose of this case study was to examine beginning teachers' perceptions of their teacher mentoring program located in an urban school district. Bandura's social cognitive theory, socio-cultural theory, and Knowles's adult learning theory were used to frame this investigation. The research questions examined the extent to which beginning teachers perceived their current mentoring program's strengths and weaknesses, the mentoring strategies used, and the improvements that could be made to the program. Interview data and transcripts from 10 beginning teachers were examined through coding that established common themes among teacher perceptions. The results revealed the importance of having a mentor and the need for more structure, more collaboration, and more support in the program. The findings from this study were used to create a 3-day workshop that includes the identified themes. Implications for positive social change include strengthening mentoring programs through professional development with more attention to structure, collaboration, and support to help transition beginning teachers into the teaching profession so that they remain.
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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.
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Florence, Gregory Wayne. "Teacher Supervision Methods in Virginia." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1787.
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Pare, Pamela. "Prolonged teacher stress as a function of teachers' perceptions of principal leadership style adaptability and teachers' belief systems." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618667.
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The purpose of this study was to investigate the relationship among prolonged teacher stress (or burnout), teachers' perceptions of leadership style adaptability, and teacher irrational belief systems.;The York County School Division was chosen because of the relative availability of subjects. Three surveys measuring teachers' perceptions of leadership style and style adaptability, teachers' irrational belief systems, and prolonged teacher stress, were disseminated among elementary classroom teachers in the county. Out of 100 elementary school teachers surveyed, there were 71 responses.;Three dimensions of burnout were measured: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. It was hypothesized that there would be no significant relationship among (1) emotional exhaustion, teacher's perceptions of principal leadership adaptability, teachers' irrational beliefs and the covariates of class size, percentage of discipline problems, percentage of students below grade in reading, percentage of students with IEP's and years of teaching experience (2) depersonalization, teachers' perceptions of principal leadership adaptability, teachers' irrational beliefs, and the covariates, and (3) personal accomplishments, teachers' perceptions of principal leadership adaptability, teachers' irrational beliefs, and the covariates.;It was concluded that a significant relationship exists between emotional exhaustion of teachers and the number of students in IEP's, between personal accomplishment and leadership adaptability, and between personal accomplishment and percentage of students with discipline problems. No significant relationship showed with the subscale of depersonalization, but this result was likely affected by sample size.;Further study is needed to evaluate the relationship between depersonalization and the predictor variables and to ascertain the degree of the relationship between leadership style and predictor variables.
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Johnson, Pauletta J. "K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1374.
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The demands placed upon stakeholders of the public education system have become more and more compelling with each passing year. With the success of schools and students at stake, it is imperative to examine multiple facets of the public education structure. One of the most important aspects of this process is the development of preservice teachers entering the classroom.
This study initially chronicled the history of teacher education and state licensure. Subsequently, standards enforced by the Tennessee Department of Education and National Council for Accreditation of Teacher Education were also explored to gain information about the guidelines and criteria required for accrediting teacher education and licensure programs. Further information in regard to teacher education was examined through current trends and issues that affect classroom teachers. The teacher education program criteria from 6 Tennessee higher education institutions were also reviewed.
The purpose of this qualitative study was to examine the perceptions of classroom teachers about effective higher education programs. Twelve K-6 classroom teachers with 5 or fewer years of teaching experience were interviewed to gain insight about the opinions of effective components of teacher education programs. This information was examined to explore specific program requirements.
The analysis of the data collected in this study introduced several themes and common patterns. Most commonly, participants expressed the importance of a substantial field experience within the teacher education program. The value of relating content and theoretical approach to the practical application of the classroom was also noted as a priority. Participants reported the most effective teacher education programs as those that formulated a realistic portrayal of the classroom setting. These responses illustrated the significance of a hands-on approach to teacher education training and development.
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Hindman, Jennifer Lilliston. "The connection between qualities of effective teachers and selection interviews: The development of a teacher selection interview protocol." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154089.
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Woods-Murphy, Maryann. "Perceptions of Highly Recognized Teachers about Approaches to Teacher Leadership." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1811.
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State and regionally recognized New Jersey teachers struggle to use their professional knowledge in their schools and districts in roles other than teaching. The purpose of this study was to discover the perceptions of highly recognized New Jersey teachers who were interested in taking on additional roles and responsibilities in schools. Guided by Sergiovanni's concept of school communities, DuFour's vision of school culture, and Lieberman's professional development practices, this study examined the connection among these 3 concepts and explored approaches to the creation of trusting communities of teachers who work collaboratively to improve schools. The research questions focused on teacher leaders' perceptions of teacher leadership roles and the skills, knowledge, and dispositions they most valued. The participants were 12 state teachers of the year in New Jersey with 3 or more years of teaching experience. A case study design was used to capture the insights of participants through interviews, online discussions, and a focus group. Emergent themes were identified from the data through open coding, and findings were developed and validated. The key results were that teacher leaders have a desire to engage with school leaders to find ways to share their knowledge and skills with colleagues, and that they value big-picture thinking, fearlessness, and a clear commitment to their students. A project of customized content was designed to guide interested classroom teachers who aspire to be teacher leaders in order to develop the awareness and capacity to take on new roles in schools. Implications are that teachers will be empowered to become more deeply involved in school leadership and that school administrators will foster a culture that supports emerging teacher leaders.
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Pizzi, Jonathan David. "Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System." Thesis, Boston College, 2009. http://hdl.handle.net/2345/664.
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Thesis advisor: Irwin BlumerThis study was conducted within a large urban high school in the northeastern United States. This school resides in a district that utilizes a standards-based system of teacher evaluation. The purpose of the study was to determine teachers' perspectives on the effectiveness of standards-based teacher evaluation systems as a means of improving instruction and student achievement. The question for research, <&ldquo>What are teacher perceptions of evaluation in an urban high school that uses a standards<&ndash>based evaluation system?<&rdquo> served as the framework for development and implementation of this study and for interpretation of the study findings. The body of related literature provided the theoretical rationale for the data collection, analysis, and interpretation. Major sections of the literature review included: a historical perspective on performance standards and of teacher evaluation from the mid-nineteenth through the early twenty-first centuries; an examination of contemporary teacher evaluation systems; a review of recent theoretical and empirical research concerning best evaluation practices; and a review of the research regarding teachers' perceptions of supervision and evaluation. Data were gathered from thirty participants through a thirty-one question Likert<&ndash>based attitude scale. Key findings included teachers' perceptions that: they were not familiar with the teaching performance standards used in their district; they did not believe that their evaluations were rooted solely in the these standards; they believed their evaluation conferences with supervisors helped then to improve their practice; their evaluations were not tied to annual goals or individual and school professional development plans; supervisors did not use multiple sources of data as a part of teacher evaluation; supervisors do not spend enough time in classrooms to carry out expectations for effective evaluation; and that peer observation aided teachers in improving their practice. While current research asserts that standards-based teacher evaluation systems coupled with an array of activities that foster teacher ownership for the process can be used as a powerful vehicle for improving student achievement, study findings were inconclusive regarding any perceived association between standards<&ndash>based performance evaluation structures and practices and the improvement of student achievement
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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Ollison, Jacquelyn. "Improving Teacher Retention by Addressing Teachers' Compassion Fatigue." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.
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California is experiencing a massive teacher shortage, and urban schools are disproportionately affected by it negatively. Retention efforts to date have not included strategies to address Compassion Fatigue (burnout and secondary trauma) teachers experience when working with traumatized students at urban schools. This dissertation explores whether Compassion Fatigue is an unaddressed reason for teacher attrition at urban schools. A mixed method practical action research approach using the Professional Quality of Life Scale Version Five (ProQOL 5) and qualitative interviews, portions of which were turned into illustrative vignettes drove the exploration. Approximately 114 teachers completed the ProQOL 5. Statistical analysis of the ProQOL 5 results showed that female teachers experience more compassion fatigue than male teachers; compassion fatigue is more acute with beginning teachers than with veteran teachers; and that teachers working at high-poverty schools experience statistically significant differences in compassion satisfaction and fatigue than teachers at low poverty schools. Correlation tests revealed statistically significant relationships between compassion fatigue and the school’s racial demographics even when controlling for the socioeconomically disadvantaged status of the school and teacher ethnicity. Linear regression models showed that the percentage of African American students in the school is a statistically significant predictor of compassion fatigue. Qualitative interview analysis showed that secondary trauma from students is not the only trauma teachers are experiencing, and that school climate and conditions matter when attempting to retain teachers. In the final phase of the action research, a policy brief was developed through a collaborative and iterative process, based both on the findings and engagement with stakeholders. If California is serious about producing and retaining high-quality teachers at all urban schools,’ efforts to mitigate compassion fatigue should be undertaken immediately.
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Retallick, John Anthony, and mikewood@deakin edu au. "Clinical supervision and symmetrical communication: Towards a critical practice of supervision." Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.090305.
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The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers.
However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision.
The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.
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Jacob, Johnson Kulangara. "Teachers' Perceptions of a One-to-One Teacher Laptop Program and Teacher Technology Efficacy." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7876.
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Schools all over the world are embracing technology because they view technology as a catalyst to improve teaching and learning, leading to further investment in technology initiatives for school improvement. The 1:1 teacher laptop program is one such initiative that continues to gain interest and momentum. Despite widespread adoption, teachers continue to face challenges with the use of technology. Furthermore, while research has indicated that teacher technology efficacy is a significant enabling factor for technology use, there is limited evidence for how the 1:1 teacher laptop program has influenced teacher technology efficacy. The purpose of this qualitative pragmatic study was to describe the perceptions and experiences of teachers who participated in a 1:1 teacher laptop program at an international school in relation to teachers' technology efficacy. The study was framed through the model of adult learning proposed by Knowles and the construct of self-efficacy posited by Bandura. Thematic analysis was used to analyze data. Findings from this study identified 7 overarching themes: access to the teacher laptop, change in practice, support structures, concerns and barriers, attitude towards technology, self-directed learning, and perceived value. Interpretations revealed that while participants were positive about the program and acknowledged that the program helped raise their technology efficacy, participants also shared concerns. This study adds to the body of knowledge for an understudied topic and provides teachers a voice to influence implementation fidelity. This study also contributes to social change by adding a global perspective through experiences at an international school to inform school leaders to prepare teachers to use technology effectively to improve student learning.
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Evans, Paula Joan. "The Perceptions of New Middle School Teachers Regarding Teacher Job Satisfaction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3674.
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Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the school have disclosed that induction did not meet their needs. In addition, the district has experienced budget cutbacks and demographic shifts in the student population, increasing the rate new teachers have left the school. The purpose of this study was to explore and give voice to the new teachers' perceptions about the profession, their preparation for classroom teaching, and their understanding of the school's climate and culture. Using Herzberg's theory of motivation, a qualitative case explored perceptions of 10 teachers who had fewer than 5 years teaching experience. The research questions were focused on perceived satisfaction with teaching, preparedness for classroom teaching, and satisfaction with the climate and culture of the school. The data were collected through face-to-face interviews using an interview protocol. Findings revealed that novice teachers were satisfied with the teaching profession, but satisfaction changed over time as they became more immersed in the daily routines necessary for students and classroom management. The data showed that novice teachers were dissatisfied with the climate and culture of the school. In response to the findings, a professional development support group project for novice teachers was developed. This project contributes to positive social change by providing a safe and trusted environment for new teachers to help each other manage challenges and assimilate into their new school environment.
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Howard, Kathy Rena. "K-12 Teachers' Perceptions of the TESA Program and its Impact on Teacher-Student Relationships." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/281.
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Administrators in a school district in north central Kansas implemented the Teacher Expectation and Student Achievement (TESA) professional development program (PD) to address ineffective instructional practices of K-12 teachers. TESA PD was designed to build and promote teacher-student interactions, enhance students' academic performance, teach students self-discipline, and improve the class environment so that students can work and study in diverse settings. The purpose of this qualitative case study was to explore the classroom experiences and perceptions of 10 teachers who integrated teaching interactions from the TESA program into their daily lessons. Brophy and Good's expectation theory holds that teacher interactions with students are impacted by exchanges between teacher and student and served as the conceptual framework. Qualitative data were gleaned from in-depth interviews, observations, and questionnaires and were analyzed using open coding and category construction for patterns, relationships, and themes. Findings indicated that TESA PD assisted these 10 teachers in how to build relationships with their students; how relationship building impacted teacher-student relationships; and how teacher expectations of students, regardless of students' achievement level and diverse backgrounds, impacted student academic performance. To improve relationship building of teachers and students, it is recommended that the TESA PD program be ongoing. Implementing the TESA interactions may contribute to positive social change by allowing students to connect to and communicate with the teacher; accept direction and praise from the teacher;, and trust the teacher, which, ultimately may lead to higher levels of academic success.
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Wolfrom, Donna H. "Promoting Professional Growth by Meeting Teacher Needs: The Walk-Through as an Approach to Supervision." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/WolfromDH2009.pdf.
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Beer, Shirley Hill. "The effects of sex of teacher, sex of scenario principal and leadership style on the performance ratings of scenario principals by teachers." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1463.
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This study was designed to address questions regarding the effects of sex and leadership style on teacher perceptions of principal effectiveness. On a researcher-designed instrument, middle school teachers rated the effectiveness of a scenario principal's response in several situations. The responses reflected varying levels of Task and Relationship Behavior.
The design incorporated two between subjects factors (Teacher Sex and Principal Sex) and one within subjects factor (Leadership Style) which was treated as a repeated measure. An analysis of variance revealed no significant effects except for Leadership Style. Overall, High Task/High Relationship behavior rated significantly higher and Low Task/Low Relationship rated significantly lower than the others. The null hypothesis concerning differences could not be rejected and the stated research hypotheses were not supported.
Additional analyses of variance were conducted substituting subject demographic variables for Teacher Sex in the research design. No significant interactions or main effects other than Leadership Style were noted when either Age or Ethnicity were substituted.
A significant two-way interaction was noted for Teacher Experience and Leadership Style (p = .0316). Less experienced teachers rated principal's performance lower when exhibiting High Task/Low Relationship style than did more experienced teachers. A significant three-way interaction was noted for Administrative Aspiration x Principal Sex x Leadership Style (p = .0294). Teachers who indicated an intent to enter administration differed more on their ratings between male and female principals exhibiting mixed styles of High Task/Low Relationship and Low Task/High Relationship than did teachers who indicated no or undecided.
Sex of the teacher appears less important than sex of the principal on performance ratings. Results suggest further study of the effects of teacher experience and teacher administrative aspiration on perceptions of principal effectiveness.
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Jones, Zina R. Ms. "Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2697.
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Abstract
Improving the educational system for students and teachers is of the upmost importance. Educational leaders have realized that the best way to improve student success is by improving teachers’ instructional practices and measuring their effectiveness (Mathers, Oliva, & Laine, 2008). Because of this awareness, educators have realized the importance of connecting student achievement with instructional practices and instructional practices with teacher effectiveness. Evaluation tools are used to measure how effective teachers are in their classrooms. Evaluations are crucial in assisting our teachers in their professional growth. When evaluations are utilized as supportive tools, they help teachers and administrators identify strengths and weakness, but more importantly they prescribe strategies to assist teachers in improvement.
The purpose of this qualitative phenomenological study was to explore teachers’ perceptions of the evaluation systems and understand if and how they influence classroom instructional practices. The participants consisted of twelve teachers in the state of Louisiana. Data was extracted through semi-structured interviews and coded for common themes. Through these themes, the researcher formed a narrative format to voice the participants’ experiences. The study concludes that teacher evaluation has minimal influence on instructional practice. Data suggested issues with the design of evaluation systems, the implementation of such systems, and the basic challenge of using a single system to evaluate all teachers regardless of personal or workplace characteristics.
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Fields, Jonathon P. "Perceptions of Teachers: Effects of Principals Uses of Humor on Teacher Job Satisfaction." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1263.
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The purpose of this study was to determine if teachers' job satisfaction was greater when working for principals with higher perceived use of humor. The study also examined the effects of principals' use of humor on perceived leadership effectiveness and level of personal relationship.
The researcher used a 36-question survey instrument to collect data. A population of 796 educators in a public school system in Northeast Tennessee was given an opportunity to participate in this research. There were 450 completed surveys (56%) returned.
There were 4 major findings from this study. Teachers reported that it was appropriate for principals to use humor in a school setting to a significant level (p < 0.001). Data from the surveys also indicated that teachers had significantly higher reported job satisfaction (p < 0.001) when working for principals who used humor when compared to principals who did not use humor regularly. The research also showed that teachers had significantly higher reported personal relationships (p < 0.001) with principals who use humor regularly. In addition, teachers in this study rated leadership effectiveness significantly higher ( p < 0.001) for principals who regularly used humor when compared to those who did not.
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Elliott, William F. "Teacher evaluation and administration effectiveness." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/360.
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Jones, Donna Redmond. "Bringing teacher assistance and evaluation up to PAR first-year teachers' responses to supervision in Peer Assistance and Review /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1810.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.
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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues.
The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional).
The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students.
The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents.
The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.
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Aburezeq, Ibtehal M. "Effects of supervision on classroom instruction : perspectives of Arabic teachers in Jordan /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7769.
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Lo, Wai-shing Vincent, and 盧偉成. "A study of the interaction between student teachers and teacher tutorsin pre-lesson and post-lesson conferences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956646.
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SMITH, DENNIS MICHAEL. "MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188013.
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Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.
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Whittemore, Jon Frederick. "Changes in Attitudes and Anxieties toward Teaching of Interns and Traditional Student Teachers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278295/.
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The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.
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Beane, Arthur. "The supervision of student teachers: an emphasis on self-reflection." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32741.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated a style of supervision of student teachers that emphasizes self-reflection as differentiated from supervision that focuses primarily on the logistical matters of teaching. An assumption about self-reflective supervision is that it leads to analytical and critical thinking about the "self" which is beneficial to the education of student teachers. Four special-education student teachers were each videotaped three times while teaching. While viewing themselves on videotape in the presence of the investigator, each participant talked about what they saw of themselves and their teaching. These discussions, audiotaped and transcribed, provided the primary source of data used in the study. The following conceptual categories emerged from an analysis of those data: a) influences on their decisions to teach, b) concepts of teaching, c) responses to being video taped, d) metaphors depicting their teaching, and e) insights. The videotaping and subsequent review and discussion provided participants with an opportunity to a) analyze and critique their language and actions; b) explore what life experiences informed their choices to teach; and c) learn what events and people shaped their concepts and styles of teaching. As a result of examining what the subjects said about their concepts of teaching, the researcher was able to expand Schon's (1983) concept of knowing-in-action into a concept and model that emerged from the analyses of the data, self-reflection before, in, and on action. A heuristic model for self-reflective supervision came forth from examining the data. The study enabled the investigator to learn about what it means to practice self-reflective supervision as part of the preparation of student teachers.
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Wildman, Richard Hugh. "A Phenomenological Study of High School Teachers' Motivation as Related to Teacher Performance Management." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/426.
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Teacher motivation factors prominently in the sustainable development of educational institutions, and relate to self-efficacy, job satisfaction, and retention. Prior motivational research in education has addressed factors relating to teacher motivation, but there is a dearth of research into the impact of performance management on motivation. This phenomenological study examined the lived experiences of 5 teachers in relation to the performance management process in the selected school. The project study was guided by Bandura's social cognitive theory, Maslow's hierarchy of needs, and Herzberg's motivation-hygiene theory. In-depth, semistructured interviews were used to extract the essence of the lived experiences as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of performance management on motivation. The findings revealed demotivational elements in the performance management process of the school that impacted job satisfaction and retention. This study also included developing a professional development project to enhance the capacity of school administrators in understanding teacher motivation and how the delivery of performance management can be used as a developmental tool to improve teacher motivation. The study and project facilitate positive social change by providing a deeper understanding of teacher motivation and by developing a performance management model that promotes capacity building and motivation. The study findings will be beneficial to teachers, school administrators, and human resource personnel.
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Roskamp, Michael Jon. "The situation of field supervision in physical education a personal and empirical investigation /." Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.
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Henshaw, Cynthia. "A study of reading achievement gains in classes of special education teachers using the Beginning Teacher Assistance Program indicators of competence." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618330.
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In Virginia, the State Board of Education has specified fourteen areas in which every teacher who is granted a Collegiate Professional Certificate must be competent and has established the Virginia Beginning Teacher Assistance Program (BTAP) for the purpose of assessing the competence of beginning teachers. The basis of BTAP is a "set of measurable or observable indicators through which beginning teachers can demonstrate their competence in each competency area specified by the Board of Education." In studies of teacher effectiveness in regular education, these competency areas have been consistently related to increased student achievement. Few studies in special education have sought to demonstrate that these competency areas relate to increased achievement for handicapped students. The purpose of this study was to validate the BTAP indicators of competence for special education teachers. Classroom observation data on teaching behavior of subjects and reading achievement data on mildly handicapped students in subjects' classes were collected. Data were analyzed for relationships between teaching behaviors of subjects and reading achievement of students.
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McKeny, Timothy Scott. "A case-study analysis of the critical features within field experiences that effect the reflective development of secondary mathematics preservice teachers." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164653502.
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Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Curley, Janet Laura. "Preparing student teachers for diverse classrooms : a case study of constructivist supervision /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9955918.
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Thesis (Ph. D.)--University of Oregon, 1999.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 213-225). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9955918.
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Houk, Tracy A. "The clinical supervision experiences of beginning teachers, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq39144.pdf.
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Alvine, Lynne B. "Learning how to learn about the supervision of student teachers." Diss., This resource online, 1990. https://scholar.lib.vt.edu/ETD-db/ETD-catalog/manage_bound.
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Mavropoulos, Yannis. "Paraprofessional supervision: A survey of special education teachers and paraprofessionals." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154128.
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