Principals' Perceptions of Teacher Ineffectiveness in Elementary Classrooms and How They Relate to Specific Content Areas

Author

Steven Franklin, Graduate Center, City University of New YorkFollow

Date of Degree

2-2014

Document Type

Dissertation

Degree Name

Ph.D.

Program

Educational Psychology

Advisor

Georgiana S. Tryon

Subject Categories

Education | Educational Assessment, Evaluation, and Research | Educational Psychology

Keywords

Principal Perception, Teacher Evaluation, Teacher Ineffectiveness

Abstract

The current dissertation was effected to contribute to the existing literature on teacher evaluation. More specifically, the study utilized principals' perceptions to identify what principals, who often evaluate teachers, believe are the most frequent causes of teacher ineffectiveness. For this dissertation, the researcher extended a study by Torff and Sessions (2005). In that study, the authors measured principals' perceptions of the causes of teacher ineffectiveness within high school classrooms. This study extended Torff and Sessions' (2005) research by including elementary school principal perceptions, investigating whether differences exist in elementary school principals' perceptions when asked to rate teacher ineffectiveness across specific academic content areas. Utilizing an ordinal probit model the researcher determined that the only variable that significantly predicted principal perception was Dimension (rating criterion). In addition, the results revealed that, when the researcher controlled for principals' propensity to use the scale in different ways, Implementation Lesson Plans and Writing Lesson Plans were the most frequently rated causes of teacher ineffectiveness across all Domains.

Recommended Citation

Franklin, Steven, "Principals' Perceptions of Teacher Ineffectiveness in Elementary Classrooms and How They Relate to Specific Content Areas" (2014). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/38