Date on Master's Thesis/Doctoral Dissertation

12-2019

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, PhD

Committee Chair

Immekus, Jason

Committee Co-Chair (if applicable)

Buecker, Harrie

Committee Member

Buecker, Harrie

Committee Member

Ingle, W. Kyle

Committee Member

Munoz, Marco

Committee Member

Powers, Deborah

Author's Keywords

teacher evaluation; administrator support of evaluation; teacher perception

Abstract

This study seeks to examine how new and experienced teachers in one urban public school district in Kentucky perceive support from their school administrators under the Professional Growth and Effectiveness System (PGES). A factorial analysis of variance (ANOVA) was conducted to examine potential interaction between more than one variable (i.e., difference in teachers who have a favorable, unfavorable, or neutral perception of administrative support of PGES, as well as years of teacher experience). Teachers who had a more positive view of administrative support had a higher perception of PGES. Teachers who have a favorable perception of administrative support are likely to have a more favorable perception of PGES than experienced teachers. Of the factors considered to affect teachers’ perceptions of PGES, the teachers’ perception of administrative support had a main effect while years of experience and the interaction between administrative support and years of experience did not have an effect of teachers’ perception of PGES.

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