東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Continual Leadership Changes and The...

Dickinson, Mark.

FindBook

Google Book

Amazon

博客來

Continual Leadership Changes and Their Effects on Teacher Practice, School Climate, and Teacher Effectiveness at the Tennessee School for the Blind.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Continual Leadership Changes and Their Effects on Teacher Practice, School Climate, and Teacher Effectiveness at the Tennessee School for the Blind./
作者:	Dickinson, Mark.
其他作者:	Smith, Travoski
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	181 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28149322
ISBN:	9798678182760

Continual Leadership Changes and Their Effects on Teacher Practice, School Climate, and Teacher Effectiveness at the Tennessee School for the Blind.
Dickinson, Mark.

Continual Leadership Changes and Their Effects on Teacher Practice, School Climate, and Teacher Effectiveness at the Tennessee School for the Blind. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 181 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--Lipscomb University, 2020.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the impact of continual leadership change within Tennessee School for the Blind (TSB) over the past 5 years on teacher practice, school climate, and teacher effectiveness. The researchers used a mixed-methods phenomenological study consisting of qualitative data that were collected through the use of open-ended questions, semiformal interviews, and focus groups made up of TSB teachers employed during the 2018-2019 academic year. Quantitative data consisted of teachers' Team Educator Acceleration Model (TEAM) evaluation and Level of Effectiveness (LOE) scores from the 2015-2019 academic years. Using a one-way Analysis of Variance (ANOVA), quantitative results showed that there was a large decrease in teacher LOE scores from year 3 to year 4, d = .763. Quantitative data were also collected from 2018-2019 TSB teachers using the Organizational Climate Description for Secondary Schools (OCDQ-RS) questionnaire; analysis of these data revealed an overall positive climate at TSB. Quantitative data analysis also revealed a significant decrease in LOE scores from year 3 to year 4; however, no statistical differences were found in LOE scores between other groups or TEAM rubric scores. By in large, leadership change did not seem to impact teacher practice or effectiveness. Qualitative data revealed the following themes: unclear expectations, visible leadership, distrust in TEAM evaluation scores, low morale, lack of communication, micromanagement, and relationships. Contrary to OCDQ-RS results, interview and focus group data suggested that changes in leadership greatly impacted school climate. The overall negligible impact that continual leadership change had on teacher practice and effectiveness at TSB may imply that school leadership plays a small role in teacher instructional practices. Future researchers should consider the impact school leadership has on classroom instruction.

ISBN: 9798678182760Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Leadership changes

Continual Leadership Changes and Their Effects on Teacher Practice, School Climate, and Teacher Effectiveness at the Tennessee School for the Blind.
LDR:03295nmm a2200433 4500 001 2280786
005 20210913091959.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798678182760
035 $a (MiAaPQ)AAI28149322
035 $a AAI28149322
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dickinson, Mark. $3 3559337
245 1 0 $a Continual Leadership Changes and Their Effects on Teacher Practice, School Climate, and Teacher Effectiveness at the Tennessee School for the Blind.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 181 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500 $a Advisor: Hampton, Robbie.
502 $a Thesis (Ed.D.)--Lipscomb University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to examine the impact of continual leadership change within Tennessee School for the Blind (TSB) over the past 5 years on teacher practice, school climate, and teacher effectiveness. The researchers used a mixed-methods phenomenological study consisting of qualitative data that were collected through the use of open-ended questions, semiformal interviews, and focus groups made up of TSB teachers employed during the 2018-2019 academic year. Quantitative data consisted of teachers' Team Educator Acceleration Model (TEAM) evaluation and Level of Effectiveness (LOE) scores from the 2015-2019 academic years. Using a one-way Analysis of Variance (ANOVA), quantitative results showed that there was a large decrease in teacher LOE scores from year 3 to year 4, d = .763. Quantitative data were also collected from 2018-2019 TSB teachers using the Organizational Climate Description for Secondary Schools (OCDQ-RS) questionnaire; analysis of these data revealed an overall positive climate at TSB. Quantitative data analysis also revealed a significant decrease in LOE scores from year 3 to year 4; however, no statistical differences were found in LOE scores between other groups or TEAM rubric scores. By in large, leadership change did not seem to impact teacher practice or effectiveness. Qualitative data revealed the following themes: unclear expectations, visible leadership, distrust in TEAM evaluation scores, low morale, lack of communication, micromanagement, and relationships. Contrary to OCDQ-RS results, interview and focus group data suggested that changes in leadership greatly impacted school climate. The overall negligible impact that continual leadership change had on teacher practice and effectiveness at TSB may imply that school leadership plays a small role in teacher instructional practices. Future researchers should consider the impact school leadership has on classroom instruction.
590 $a School code: 1752.
650 4 $a Educational leadership. $3 529436
650 4 $a Curriculum development. $3 684418
650 4 $a Educational administration. $3 2122799
650 4 $a Educational evaluation. $3 526425
650 4 $a Teacher education. $3 3172312
650 4 $a Education policy. $3 2191387
650 4 $a Disability studies. $3 543687
653 $a Leadership changes
653 $a Teacher practice
653 $a School climate
653 $a Teacher effectiveness
653 $a Tennessee
653 $a School for the blind
690 $a 0449
690 $a 0201
690 $a 0514
690 $a 0458
690 $a 0530
690 $a 0443
690 $a 0727
700 1 0 $a Smith, Travoski $e joint author $3 3559338
700 1 0 $a Yarbrough, Troy K. $e joint author $3 3559339
710 2 $a Lipscomb University. $b Learning Organizations and Strategic Change. $3 3173380
773 0 $t Dissertations Abstracts International $g 82-05A.
790 $a 1752
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28149322