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Teachers' Perceptions About The Types, Quality, And Impact Of Their Job-Embedded Professional Development Experiences, Delilah Mitchell

Dissertations

This study was designed to determine eighth grade teachers’ perceptions of the impact, quality, and types of job-embedded professional development activities they have participated in and the relationship to student achievement in language arts, math, or science. The researcher identified school districts with 50% or more of their eighth grade students scoring proficient or advanced on all three areas of Mississippi’s Curriculum Test, Second Edition (MCT2). Sixty-four eighth grade language arts, math, or science teachers who had been at their current school at least two years completed a questionnaire created by the researcher. Multiple Linear Regression and Pearson’s Correlation were …

The Relationship Between Implementation Of School-Wide Positive Behavior Intervention And Supports And Performance On State Accountability Measures, Adriana M. Marin, Hollie Gabler Filce

Faculty Publications

This study examined data from 96 schools in a Southeastern U.S. state participating in training and/or coaching on School-Wide Positive Behavioral Interventions and Supports (SWPBIS) provided by the State Personnel Development Grant (SPDG) in their state. Schools studied either received training only (“non-intensive” sites) or training and on-site coaching (“intensive” sites). Fidelity of implementation was self-evaluated by both types of schools using the Benchmarks of Quality (BOQ). Some schools were also externally evaluated using the School-Wide Evaluation Tool (SET), with those scoring 80% or higher determined “model sites.” Using an independent sample t-test, analyses revealed statistically significant differences between …

Factors That Impact Administrator-Teacher Relationships, Patrick Sean Gray

Dissertations

Retaining teachers continues to be problematic for educational leaders across the country. With these numbers steadily increasing, one must examine the reasons as to why teachers are leaving the profession and how school administrators can address these problems if schools are going to maintain and increase their levels of success. Reasons teachers leave the profession can be attributed to the relationship teachers have with their building-level administrator.

The purpose of the study is to identify as well as describe the frequency and relative importance of circumstances that may impact administrator-teacher relationships. A questionnaire, developed by the researcher, was mailed to …