The purpose of this study is to examine the practices of supervisors of instruction, specifically in the area of teacher evaluation and supervision, in high performing schools to determine if these perceptions and practices affected student learning. This study described principal perceptions of teacher evaluation practices in high performing and non high performing districts in Missouri. Data was collected via a survey asking the respondent to rate their perception of their current teacher supervision and evaluation process and a teacher supervision and evaluation system they considered ideal. Data was separated into practices, beliefs, effectiveness and professional development practices of the supervisor and analyzed using ANOVA and t-tests. The data from this study does show a significant difference in practices of principals in high performing and non-high performing districts

Titolo

• Supervisory Perceptions of Teacher Supervision and Effects on Student Achievement in Missouri

Ultima modifica

• 06/05/2024

Creatore

• Snow, Shannon

Collaboratore

• Pamela Hedgpeth (Advisor/Committee Chair)
• Robert Perry (Committee Member)
• Vicki Ranes Sandberg (Committee Member)

data di creazione

• 2014-12

Identifier

• vital:5955

Lingua

• English

Editore

• Southwest Baptist University

Soggetto

• Supervision
• Teacher Evaluation
• High Performing Schools
• Student Achievement

Diritti

• Copyright Protected

Formato del file

• PDF Document