The purpose of this study is to examine the practices of supervisors of instruction, specifically in the area of teacher evaluation and supervision, in high performing schools to determine if these perceptions and practices affected student learning. This study described principal perceptions of teacher evaluation practices in high performing and non high performing districts in Missouri. Data was collected via a survey asking the respondent to rate their perception of their current teacher supervision and evaluation process and a teacher supervision and evaluation system they considered ideal. Data was separated into practices, beliefs, effectiveness and professional development practices of the supervisor and analyzed using ANOVA and t-tests. The data from this study does show a significant difference in practices of principals in high performing and non-high performing districts

Titre

• Supervisory Perceptions of Teacher Supervision and Effects on Student Achievement in Missouri

Dernière modification

• 06/05/2024

Créateur

• Snow, Shannon

Donateur

• Pamela Hedgpeth (Advisor/Committee Chair)
• Robert Perry (Committee Member)
• Vicki Ranes Sandberg (Committee Member)

date créée

• 2014-12

Identificateur

• vital:5955

La langue

• English

Éditeur

• Southwest Baptist University

Assujettir

• Supervision
• Teacher Evaluation
• High Performing Schools
• Student Achievement

Droits

• Copyright Protected

Format de fichier

• PDF Document