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An Exploratory Study Of Teacher Empowerment And Technical Education In Kentucky, Lee Ann Wall Dec 2012

An Exploratory Study Of Teacher Empowerment And Technical Education In Kentucky, Lee Ann Wall

Dissertations

The purpose of this study was to examine the relationship between teachers’ perceptions of empowerment and principal use of power within career and technical education in Kentucky. The researcher posits that, with the continual process of educational reform, principals need to understand what empowers teachers to perform as additional expectations and responsibilities are being mandated.

The researcher used a mixed methods design to examine power bases that career and technical education teachers perceived were used by their principals to identify teachers’ perceived empowerment, as well as influencers and barriers. Data were collected with a survey and two open-ended questions from ...


A Study Of Factors Related To Teacher Attrition, Leslie Ann Beaugez Aug 2012

A Study Of Factors Related To Teacher Attrition, Leslie Ann Beaugez

Dissertations

This study examined factors related to teacher attrition. The purpose of this study was to determine whether the level of teacher satisfaction that could motivate a teacher to remain in the profession in a national sample could be predicted from selected factors. Furthermore, this study examined teachers’ perceptions of worry/stress based on student performance on state and/or local tests.

The participants in the study were in two groups: teachers in a national sample that responded to items on the 1999-2000 Schools and Staffing Survey and certified teachers from a southeastern school district who also responded to one of ...


Perceptions Of Kentucky Educators Concerning The Kentucky State Assessment System As An Accurate Reflection Of Student Learning, Benny C. Lile May 2012

Perceptions Of Kentucky Educators Concerning The Kentucky State Assessment System As An Accurate Reflection Of Student Learning, Benny C. Lile

Dissertations

While educational testing has been in place since the one room school house, it was not until the 1990s that accountability began to accompany assessment programs. With the passage of the No Child Left Behind Act (NCLB) in 2001, virtually every public school district in the United States of America that desired to continue to receive Title 1 funding found themselves tied to rigorous assessment and accountability systems. This focus on accountability has impacted every school, district, and state as they have sought to implement and deal with the consequences it has wrought. As the 50 states have sought to ...


A Study Of Satp Scores And Principals’ Perceptions For Traditional And Alternate Routes To Teacher Certification, Eddie Eugene Moore May 2012

A Study Of Satp Scores And Principals’ Perceptions For Traditional And Alternate Routes To Teacher Certification, Eddie Eugene Moore

Dissertations

This study explores the differences between traditional and alternate route certification by focusing on the achievement of students who have been instructed by teachers from each program. In addition, this study identifies the strengths and weaknesses of teachers from each certification route through surveys and interviews with principals in the sample. Previous studies on this subject have focused on elementary or middle schools, which limits the information available for the high school level. This study was directed toward high school teachers in core subject areas tested in Mississippi’s accountability model. The purpose of this study was to connect student ...


Establishment And Maintenance Of Academic Optimism In Michigan Elementary Schools: Academic Emphasis, Faculty Trust Of Students And Parents, Collective Efficacy, Jill Van Hof Apr 2012

Establishment And Maintenance Of Academic Optimism In Michigan Elementary Schools: Academic Emphasis, Faculty Trust Of Students And Parents, Collective Efficacy, Jill Van Hof

Dissertations

In response to heightened standards and calls for accountability, schools have dramatically intensified their work to meet the growing challenges. Schools require strategies for improvement that will transcend demographic factors such as SES. Research has shown the construct of academic optimism as contributing to student achievement despite a school’s socio-economic status (Goddard, LoGerfo, & Hoy, 2004; Goddard, Sweetland, & Hoy, 2000; Hoy, 2002; Hoy & Miskel, 2005; Hoy & Sabo, 1998; Hoy & Tarter, 1997; Hoy, Tarter, & Kottkamp, 1991; Hoy, Tarter, & Woolfolk, 2006; McGuigan & Hoy, 2006; Smith & Hoy, 2001; Tschannen-Moran, Hoy, & Hoy, 2000).

There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinent characteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment.

Via two illustrative and critical-instance case studies in Michigan low-SES, and high-achieving elementary schools, this research describes the work and characteristics of an academically optimistic environment. Study results identify, describe, and categorize elementary school level norms, behaviors, strategies, and building characteristics that may have contributed to the development of one or more of the properties of academic optimism: academic emphasis, collective efficacy, and faculty trust.

Analysis of field-notes from observations, interviews, focus groups; and document reviews revealed two sets of deductive and inductive themes: five primary themes and three secondary themes. Primary themes include: expectations/goals, alignment, collaboration, communication, and a needs awareness/care ...