Date on Master's Thesis/Doctoral Dissertation

8-2016

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Jean-Marie, Gaetane

Committee Co-Chair (if applicable)

Ingle, William

Committee Member

Ingle, William

Committee Member

Immekus, Jason

Committee Member

Vanderhaar, Judy

Abstract

States across the country are adopting new methods of determining teacher effectiveness. A method that has increased in popularity is the use of standards based teacher evaluation (SBTE). These systems are typically created by state legislation and approved for the scope of work associated with a state’s Race to the Top (RTTT) application and federally approved Elementary and Secondary Education Act (ESEA) waiver application. The evaluation of teachers now relies on two key components—an administrator’s rating of teacher performance and a rating of student academic growth. The enactment and implementation of teacher evaluation laws have changed the way administrators evaluate classroom instruction and are in direct contrast to previous evaluation systems in terms of format, timelines, measures, and opportunity costs incurred. One major concern is that although the method of evaluating teachers has changed, internal school infrastructures have not. Using Tschannen-Moran and Gareis (2004) measure of self-efficacy, this study will utilize multiple regression in order to determine how efficacious principals are with the implementation of a SBTE system and examine the relationship between school-related factors, principal characteristics, and principal efficacy in implementing SBTE. The results of this study have implications for the implementation of future reform efforts. Furthermore, it advances the existing literature on principal self-efficacy and teacher evaluation.

Download

Share

COinS