Electronic Theses and Dissertations

Date

2018

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Reginal L. Green

Committee Member

Beverly E. Cross

Committee Member

DeAnna Owens-Mosby

Committee Member

Momodou Keita

Committee Member

Shelly Counsell

Abstract

AbstractThe purpose of this study was to examine the relationships between secondary level teachers perceived involvement with respect to their making pedagogical and administrative decisions at their schools and four measures of school productivity. Grounded in archived accountability information stored on the Tennessee Department of Education website, these four productivity measures were the student attendance, graduation, suspension, and event dropout rates computed for 248 high schools for the 2012-2013 academic year. At these same 248 institutions, teachers perceived involvement was computed from responses to a section on teachers roles in decision making that appeared on the 2013 state-wide administration of the Teaching, Empowering, Leading, and Learning survey in Tennessee (TELL Tennessee). A principal component analysis of the mean responses to the eight items constituting this section yielded two interpretable components that could be termed classroom-based or pedagogical and institution-based or administrative.Inspection of the zero-order correlations between teachers perceived involvement as regards pedagogical decision-making and school productivity revealed statistically significant positive relationships with rates of student attendance (r(248) = .23, p < .01) and graduation (r(248) = .20, p < .01) and negative relationships with rates of student suspension (r(248) = -.38, p < .01) and dropping out (r(248) = -.26, p < .01). When student demographic characteristics were controlled, hierarchical multiple regressions analyses indicated that these statistically significant relationships were sustained with respect to student attendance rates ( = 0.153, t = 2.604, p = .010) and student suspension rates ( = -0.116, t = -2.974, p = .003, but not for student graduation and event dropout rates.Conversely, positive student outcomes evidenced no connection with teachers perceived involvement with respect to deciding administrative issues. Correlational analyses were suggestive of counter-intuitive relationships with rates of student suspension (r(248) = .22, p < .01), graduation (r(248) = -.20, p < .01), and dropping out (r(248) = .14, p < .05), while hierarchical multiple regressions analyses showed no effect on any of the outcomes examined in this study after student demographics were taken into account.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

Notes

Open Access

Download

Share

COinS