Date of Award
Doctor of Education
Instr and Curr Leadership
The purpose of this study was to examine the perceptions of success among charter school teachers, along with their beliefs and self-efficacy, as it relates to student achievement. The researcher studied the successes of teachers based on their personal experience. The primary questions were designed to investigate teacher perceptions of their experiences and beliefs on achievement. The questions also addressed the influence that the charter school structure had on these beliefs and expectations. The participants in this study included 15 middle school teachers currently working in urban charter schools. A phenomenological study was conducted to gather information using the following research questions: (1) What are teachers' experiences in the classroom as related to successful teaching and strategy implementation? (2) What are charter school teachers' perceptions of success? (3) What are the benefits of spending more academic time at school? (4) What are the benefits of using data-driven instructional strategies? Four themes emerged from the data collected from the 15 teachers: (1) Differentiated learning and instruction through multiple intelligences promotes active participation and success for all students. (2) School culture and support promotes success. (3) Quantity of instruction does not always equate to quality instruction. (4) Reflection on action research of student mastery of material dictates pedagogy.
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Stakem, Kathryn Archibald, "Investigation of the Perceptions of Success Among Charter School Teachers as it Relates to Student Achievement" (2013). Electronic Theses and Dissertations. 649.