Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "May 2007." Includes bibliographical references (leaves 120-126). Online version available on the World Wide Web.

Teacher evaluations have always been a part of school leaders' jobs (Horng, Klasik, and Loeb, 2010). Teacher evaluation is used as a factor in determining whether or not a teacher receives a continuing contract in Virginia, and it has also been a part of the process in determining if a teacher is labeled as highly effective. In some school divisions, the rating a teacher receives may be tied to their merit-based compensation. In 2012, the Virginia Department of Education released the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals, which provides school divisions a structure for their teacher evaluation instrument (Virginia Department of Education [VDOE], 2012). This document requires that Virginia school divisions include a quantifiable measure of student performance as a component of their teacher evaluation instrument. When teachers transfer from one school to another within the same school division many aspects of their job change. For example, the school leader who performs the teacher's evaluation changes and the student population changes as well. The presence of these variables may have an effect on a teacher's evaluation, but they are not controlled by the teacher being evaluated. The purpose of this basic qualitative study is to determine teachers' attitudes toward teacher evaluation when the teacher has transferred schools within the same school division. Eight teachers were interviewed regarding their attitude toward teacher evaluation. The data indicate that the change in evaluator when a teacher transfers work sites has a stronger impact than any other variable in the transfer process. The data also indicate that a change in the context for the teacher being evaluated does not affect their attitude towards evaluation. / Ed. D. / A significant part of a school leaders' job is to evaluate the teachers that work at the school. The evaluation can be used as part of the decision making process surrounding whether the teacher receives a continuing contract. There are school divisions that tie their salary compensation for teachers to their performance, often measured by teacher evaluation. The Virginia Department of Education provided guidance for Virginia school divisions on the criteria for evaluating teachers in 2012. The criteria requires that school divisions in Virginia include a quantifiable measure of student performance as 40% of the total evaluation for teachers. When teachers transfer from one school to another within the same school division many aspects of their job change. For example, the school leader who performs the teacher’s evaluation changes and the student population where they teach changes as well. These different changes may have an effect on a teacher’s evaluation, but are not controlled by the teacher being evaluated. Teacher attitudes towards the evaluation process may be affected by the transferring process. The purpose of this study is to determine teachers' attitudes towards teacher evaluation when the teacher has transferred schools within the same school division. Eight teachers were interviewed regarding their attitude towards teacher evaluation as a result of transferring schools. The results of the study indicate that the change in evaluator has a stronger impact than other variables and the context of where a teacher teaches does not play a large role in their attitude towards evaluation.

Thesis (M.Dev.) --University of Limpopo, 2007 / Refer to document

A significant body of research globally has examined teacher turnover and mobility, highlighting their critical impact on educational systems, teacher retention, and student outcomes. However, this study was the first of its kind in Saudi Arabia to investigate the factors influencing teacher transfers, providing a foundational understanding of this critical issue within the Saudi educational context. This quantitative, non-experimental study examined the reasons prompting teacher transfers between school districts and within schools in the same district. This study focused on all public-school teachers in Al-Jouf district who transferred within the past 5 years in Saudi Arabia. A total of 245 responses were collected across various educational levels in the Al-Jouf district. Data were collected using a validated survey instrument, the Reasons for Teacher Transfer in Public Schools Questionnaire, which measured five key factors: social conditions, working conditions, insufficient organizational support, leadership style, and student characteristics. Responses were gathered via an online distribution process and analyzed using SPSS (V29) to conduct descriptive and inferential statistical analyses. Descriptive and inferential statistical analyses were conducted to examine the factors influencing teacher transfers between different school districts in the Kingdom, transfers within the same district which is Al-Jouf district, and gender-based differences in transfer motivations. Descriptive analyses revealed that social conditions, particularly the desire to be closer to family and home region, was the most influential factor in both district and intra-district transfers. Working conditions, such as overcrowded classrooms and excessive teaching hours, ranked second, while student characteristics had the least impact on both transfers. To explore gender-based differences, independent samples t-tests were utilized. Results indicated statistically significant differences for external transfers between different districts, with male teachers rating excessive weekly teaching hours as more significant reasons compared to female teachers. Additionally, for internal transfers, the desire to be closer to family and home region showed a significant gender difference, with male teachers rating it higher than female teachers. These findings align with international research emphasizing the significant role of social and working conditions in influencing teachers' decisions to transfer, while highlighting the minimal impact of student characteristics. / Doctor of Philosophy / Teacher transfers significantly impact the stability and effectiveness of educational systems. This quantitative, non-experimental study explored the reasons prompting teacher transfers in Saudi Arabia, providing a foundational understanding of this critical issue within the Saudi educational context. The study utilized the Reasons for Teacher Transfer in Public Schools Questionnaire, which surveyed teachers from various educational levels in the Al-Jouf district. Key findings revealed that social conditions, particularly the desire to be closer to family, were the most influential factors in teacher transfer decisions, followed by working conditions such as overcrowded classrooms and excessive workloads. Gender differences were also identified, with male teachers placing greater importance on factors like weekly teaching hours and administrative discipline. These findings offer valuable insights for policymakers and school leaders to address teacher retention challenges by improving school environments, establishing equitable task distribution systems, and reducing overcrowding. This study contributes to the global understanding of teacher mobility and provides actionable recommendations for enhancing teacher satisfaction and the quality of education in Saudi Arabia.

Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 139-142).

A quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching. Professional development was on RallyCoach™, a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach™ was also chosen to increase student engagement. Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM iv components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2016 / Refer to document

MEDEM / Department of Curriculum Studies and Education Management

MPM / Oliver Tambo Institute of Governance and Policy Studies

In 1997 a policy of rationalization and educator redeployment was adopted in South Africa to ensure funding equity among the provinces. This research investigates policy implementation with particular reference to the Limpopo Province. A literature review provided an overview of the policy including the determination of excess educators and the establishment of bodies to facilitate redeployment. Problems of implementation and the role of the school principal in this process are discussed. An empirical investigation using a qualitative approach explored the experiences of key stakeholders affected by educator redeployment: a government official, principals, educators who were transferred and educators awaiting redeployment. Participants were selected by judgement sampling and data gathered interviews. Findings illustrated the key role of the Department of Education, the educators' unions and principals; the effect on teachers' motivation; educator stress and the impact on receiving and sending schools. Based on the findings recommendations for practice are made. / Educational Studies / M. Ed. (Education Management)