Electronic Theses and Dissertations

Identifier

3764

Date

2016

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Leadership and Policy Studies

Concentration

Educational Leadership

Committee Chair

Reginald Leon Green

Committee Member

Donald Hopper

Committee Member

Charisse Glosino

Committee Member

Loouis Franceschini

Abstract

The purpose of this qualitative study was to explore the experiences of teachers relative to: (a) the process and strategies used to implemente the various components of a teacher effectiveness model used by teachers participating in four focus group sessions. the research explored the teachers' experiences with which components were most and least helpful in improving their teaching effectiveness and identifies the major differences in the process and strategies used to implement the components of each of the models. Data was gathered from 32 teachers across the state of tennessee through focus group session with the researcher and participants were asked to indicate what components were (1) "most helpful" and (2) "least helpful" in improving their teaching effectiveness. the qualitative study also analyzed the components of the models chosen by districts that elected to replace the state model and the perception teachers regarding the effectiveness of model components relative to enhancing their teaching effectiveness. Results indicated that planning and instruction were components that all teacher in all of the teacher effectiveness models in the study. the results indicated that the environment was the least helpful component reported by teachers for three of the focus groups with the fourth groups choosing family and community outreach as the least helpful component.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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