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Continual Leadership Changes and The...

Dickinson, Mark.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Continual Leadership Changes and Their Effects on Teacher Practice, School Climate, and Teacher Effectiveness at the Tennessee School for the Blind./
Author:	Dickinson, Mark.
other author:	Smith, Travoski
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	181 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Educational leadership. -
Online resource:	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.
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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.
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700 1 0 $a Smith, Travoski $e joint author $3 3559338
700 1 0 $a Yarbrough, Troy K. $e joint author $3 3559339
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