Date of Award
Doctor of Education
Leadership and Policy Studies
The purpose of this study was to examine how teachers perceive the quality of their evaluations and the relationship of these perceptions to others involving their sense of themselves as "teachers leaders," their self-assessed level involvement in various types of school decisions, and their future intentions as pedagogical "stayers" or "leavers". The perceptions of these teachers will be compared gto individual outcomes, i.e. teacher leadership, school-decision making and professional intentions. The importance of their perceptions and the impact it can have on teachers' intentions to leave or remain in the profession are tantamount to stabilizing the profession in the 21st century. The results of this study would appear to indicate that the teacher leadership can be abetted and teacher tenure attenuated to the extent that teachers see themselves as being evaluated in an objective, consistent, and instructionally helpful manner. Mitigating factors such as the number of years at present school, the total years of teaching and the educational level being taught were studied and compared to the original research question. Hence, if a teacher feels vested by time and a part of the educational decisions of the school, the more likely they are to remain in the profession. Data for this research was analyzed using statistical computational methods. The results from the data analysis determined that level of school being taught (elementary or secondary) and the total number of years has the most significant impact on teachers' perception of evaluation.
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Lacy, Calvin, "An Examination of Teachers' Perception of Evaluation and It Relationship to Teacher Leadership, School Decision-Making, and Professional Intentions" (2014). Electronic Theses and Dissertations. 1104.