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Administrator Perceptions Of The Teacher Evaluation Process And Professional Development Programming In New Jersey Independent Schools, Marissa C. Muoio Mar 2019

Administrator Perceptions Of The Teacher Evaluation Process And Professional Development Programming In New Jersey Independent Schools, Marissa C. Muoio

Seton Hall University Dissertations and Theses (ETDs)

This study examines administrator perceptions of the teacher evaluation process and professional development programming in New Jersey independent schools. Despite the contentious topic of teacher evaluation within the national landscape today, there is currently little research available concerning administrator perceptions of teacher evaluation and professional development within independent schools. In this study, I ask a) What teacher evaluation processes or tools are being used in the independent schools in the state of New Jersey? b) What types of professional development programs are provided for teachers in these schools? and c) How do independent school administrators perceive the relationship between the ...


Organizational Induction: A Qualitative Study On Institutional Induction Programs For New Faculty In Independent School Communities, Jamie Nicole Segraves Sep 2018

Organizational Induction: A Qualitative Study On Institutional Induction Programs For New Faculty In Independent School Communities, Jamie Nicole Segraves

Seton Hall University Dissertations and Theses (ETDs)

As job dissatisfaction continues to be a lead cause of teacher turnover (Brill & McCartney, 2008; Moore, 2012; Smith & Ingersoll, 2004) in both the public and private sectors of education, a deeper understanding of what contributes to the dissatisfaction of the profession is warranted. While several factors influence overall job satisfaction or a lack thereof, the implementation of induction and mentoring programs in education has shown, in particular, an increase in overall teacher retention, especially of teachers new to the profession (Brill & McCartney, 2008; Humphrey, Wechsler, Bosetti, Park, & Tiffany-Morales, 2008; Kelley, 2004; Smith & Ingersoll, 2004; Tak Cheung, 2014).

The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in four independent schools’ induction programs, regardless of the years of teaching experience they had. Specifically, this study aimed to evaluate if the schools’ induction programs influenced faculty members’ overall job satisfaction in their decision to return to their respective school for a second year of service or not. Four independent schools in the greater Washington, D.C. area ...