Date of Award
2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this quantitative study was to determine what Indiana K-12 public school classroom teachers believe are the critical components of new evaluation systems in increasing their self-instructional capacity, which research (e.g., Hattie, 2003) indicated should lead to increased student achievement in their classrooms. Independent variables for this study included the respondents grade-level teaching assignment and years teaching experience. The dependent variables in this study included the respondents composite scores from four areas—collaborative feedback, pedagogy, embedded professional development, and performance-based compensation. There were five statistically significant findings from the study. First, the survey data indicated that Indiana public school teachers with 0–5 years of experience had significantly higher agreement than the other experience levels. This data would indicate that teachers with 0–5 years of experience perceived collaborative feedback to be more important to building their capacity and increasing student achievement in their classroom than did all other experience levels. Second, Indiana public school teachers with 0–5 years of experience had significantly higher levels of agreement regarding the importance of pedagogy than respondents with 6–10 years of experience, and those teachers with 16 or more years of experience, in building their capacity and increasing student achievement in their classrooms. The third statistically significant finding of the study indicated Indiana public K-2 teachers had significantly higher levels of agreement regarding the importance of pedagogy than teachers of Grades 9–12. Additionally, teachers of Grades 3–5 also had significantly higher levels of agreement than teachers of Grades 9–12 regarding the impact of pedagogy on building their capacity as classroom teachers and increasing student achievement. The fourth statistically significant finding indicated teachers with Grades K-2 and 3–5 as their main teaching assignment had significantly higher levels of agreement regarding the importance of embedded professional development than teachers of Grades 9–12. The fifth and final finding from the study indicated respondents with 0–5 years of experience had significantly higher levels of agreement regarding the importance of performance-based pay embedded professional development than did teachers with 11–15 and 16 or more years of experience. With increasing perceptions that the new Indiana evaluation systems are very costly and time intensive, the data obtained from the study may be beneficial to teachers, building leaders, and district administrators as they work to design and implement new processes for evaluation of teachers in their districts, or alter current systems already in place. These study findings may also help districts determine the amount of time and resources districts should allocate to each of the critical components including measuring student achievement, rating teacher proficiency districts make important decisions about allocating finances, staff, and time to address requirements of the teacher evaluation systems required by federal legislation (American Recovery and Reinvestment Act [ARRA], 2009).
Recommended Citation
Bair, Steven Bruce, "An Analysis Of Teacher Perceptions Of The Current Evaluation Systems In The State Of Indiana: Understanding Which Components Are Most Beneficial In Building Teacher Capacity And Increasing Student Academic Growth" (2018). All-Inclusive List of Electronic Theses and Dissertations. 1542.
https://scholars.indianastate.edu/etds/1542