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

The Impact of Teacher Observation on...

Goolsby, Danielle.

FindBook

Google Book

Amazon

博客來

The Impact of Teacher Observation on Teacher Dissatisfaction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Teacher Observation on Teacher Dissatisfaction./
作者:	Goolsby, Danielle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	144 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27963522
ISBN:	9798662517462

The Impact of Teacher Observation on Teacher Dissatisfaction.
Goolsby, Danielle.

The Impact of Teacher Observation on Teacher Dissatisfaction. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 144 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2020.

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

The one component of teacher evaluations that continues to play a major role in assessing teachers and measuring their quality is the observation process. Educational researchers have found that people stay in their jobs because of motivational factors; they leave their jobs because of dissatisfiers. The observation process is considered a dissatisfier (Herzberg, Mausner, & Snyderman, 1959). Using a phenomenological approach, this study examined the dissatisfiers that are perceived less negative to the teacher, creating less dissatisfaction from the teacher's point of view. Since observations are mandatory and are part of the New York State APPR (Annual Professional Performance Review), this study explored ways to reduce teacher dissatisfaction during the observation process by lessening the dissatisfiers. Results from the study finds that when asked to rate their dissatisfaction to specific factors, teachers' responses indicated that (a) supervisors (x = 3.87), (b) policies (x = 3.84), (c) the implementation of policies (x = 4.13), and (d) salary (x = 3.84) cause the most dissatisfaction. Participants also shared that meaningful collaborative conversations about their teaching with administration should be a mandatory component included in the observation process. There was a strong correlation between (a) teachers' dissatisfaction with supervisors and policies, (b) supervisor and the implementation of policies, (c) supervisors and working conditions, (d) gender of participant and what makes them most want to go to work, (e) students and current position, and (f) best observation and current position. One of the most enlightening findings was how much the teachers appreciated meaningful conversations with their supervisors when compared to six other factors.

ISBN: 9798662517462Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

APPR

The Impact of Teacher Observation on Teacher Dissatisfaction.
LDR:02973nmm a2200373 4500 001 2281071
005 20210913093703.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662517462
035 $a (MiAaPQ)AAI27963522
035 $a AAI27963522
040 $a MiAaPQ $c MiAaPQ
100 1 $a Goolsby, Danielle. $0 (orcid)0000-0002-2433-1248 $3 3559657
245 1 4 $a The Impact of Teacher Observation on Teacher Dissatisfaction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Ciborowski, Paul.
502 $a Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The one component of teacher evaluations that continues to play a major role in assessing teachers and measuring their quality is the observation process. Educational researchers have found that people stay in their jobs because of motivational factors; they leave their jobs because of dissatisfiers. The observation process is considered a dissatisfier (Herzberg, Mausner, & Snyderman, 1959). Using a phenomenological approach, this study examined the dissatisfiers that are perceived less negative to the teacher, creating less dissatisfaction from the teacher's point of view. Since observations are mandatory and are part of the New York State APPR (Annual Professional Performance Review), this study explored ways to reduce teacher dissatisfaction during the observation process by lessening the dissatisfiers. Results from the study finds that when asked to rate their dissatisfaction to specific factors, teachers' responses indicated that (a) supervisors (x = 3.87), (b) policies (x = 3.84), (c) the implementation of policies (x = 4.13), and (d) salary (x = 3.84) cause the most dissatisfaction. Participants also shared that meaningful collaborative conversations about their teaching with administration should be a mandatory component included in the observation process. There was a strong correlation between (a) teachers' dissatisfaction with supervisors and policies, (b) supervisor and the implementation of policies, (c) supervisors and working conditions, (d) gender of participant and what makes them most want to go to work, (e) students and current position, and (f) best observation and current position. One of the most enlightening findings was how much the teachers appreciated meaningful conversations with their supervisors when compared to six other factors.
590 $a School code: 6025.
650 4 $a Education. $3 516579
650 4 $a Education policy. $3 2191387
653 $a APPR
653 $a Dissatisfiers
653 $a Herzberg two factor theory
653 $a Observation
653 $a Phenomenology
653 $a Teacher evaluation process
690 $a 0515
690 $a 0458
710 2 $a Long Island University, C. W. Post Center. $b Interdisciplinary Educational Studies. $3 2098426
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 6025
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27963522