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Dissertation
Teacher and administrator perceptions of the effectiveness of individualized teacher improvement plans
Doctor of Education (Ed.D.), Drexel University
05 Jun 2013
DOI:
https://doi.org/10.17918/etd-4211
Abstract
Current teacher evaluation instruments used by public schools in Pennsylvania rate teachers as satisfactory or unsatisfactory. Though the state requires that a teacher be provided support to address the area(s) of concern, it does not define components that make up that support. The purpose of this mixed-methods research study is to ascertain teacher and administrator perspectives of the effectiveness of the individualized teacher improvement plans. Participants in this study are from non-charter public schools located within the Commonwealth of Pennsylvania. The data collection instruments used in this mixed-methods study provided data to unveil additional insight for the researcher. Electronic surveys/questionnaires were sent to teachers and administrators in these schools to gather perception data. After the survey data was collected, interviews were conducted with individuals that have had direct experience with individualized teacher improvement plans. The significance of this study is that the analysis of the data collected from surveys and interviews can be used to create a criterion-referenced resource that will be able to assist schools in the development of future individualized teacher improvement plans. This dissertation is focused on the following research question, answered through questionnaire data: Are there statistically significant differences between the perceptions of teachers and administrators regarding the effectiveness of Individualized Teacher Improvement Plans?
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Details
- Title
- Teacher and administrator perceptions of the effectiveness of individualized teacher improvement plans
- Creators
- Timothy Randolph Re - DU
- Contributors
- Joyce A. Pittman (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 4211; 991014632511304721