The teacher dismissal process is of critical importance to educators involved in both administrative and teaching positions. The legal prerequisites, opinions, and cases have been frequently reviewed and presented in countless studies. This study was designed to examine the dismissal process from the perspective(s) of the participants involved in the procedure. The study investigated the question: Do commonalities exist surrounding the circumstances and personalities involved in teacher dismissal proceedings during the school years 1987-88, 1988-89, or 1989-90? The study consists of ten field studies randomly selected from Virginia school divisions indicating a teacher dismissal during the period school years 1987-90. Field interviews were conducted to develop each of the ten case studies. The data were analyzed in two ways. First, like job participants were compared across case studies to identify commonalities during their involvement in the teacher dismissal process. Secondly, a profile of these commonalities was developed to show a typical pattern of circumstances and personalities involved in the teacher dismissal process. The study revealed that eight of the ten cases were based on issues outside of classroom instructional problems. Six of the ten teachers facing dismissal were ethnic minorities. Nine of the ten superintendents and all ten of the principals in the study did not hire the teacher facing dismissal in the cases. Finally, none of the teachers facing dismissal in the case studies was an active participant in a plan for improvement or a work plan. / Ed. D.

It has been widely publicized that approximately 98% of the teachers in the United States are rated as satisfactory (Weisberg, Sexton, Mulhern, & Keeling, 2009). This has led many Americans to think that there are very few ineffective teachers in the United States. But is this true? This study indicated that a majority of the principals in the state of Indiana (56.6%) have ineffective teachers in their schools. When ineffective teachers are allowed to stay in the classroom for multiple years, a lot of students are adversely affected by these decisions (Peske & Haycock, 2006). This research focused on defining teacher effectiveness from the perspective of school principals. Are Indiana principals competent to identify effective and ineffective teachers? This research indicated that over 94% of the principals agreed, “Without hesitation, they were able to identify effective and ineffective teachers”. When principals were asked about six common aspects of the teaching practice that lead to effectiveness, the ability to engage students was the overwhelming factor that 68% of the principals indicated as most important. The other factors included achievement score growth, ability to establish quality relationships with students, content knowledge, planning skills, and classroom management skills. What has historically happened to ineffective teachers in Indiana, specific to their contract status? Currently a very small percentage of teachers are being counseled out of the profession by their principals, and even fewer teachers are having their contracts canceled. More specifically, 92.2% of principals indicated that they counseled out less than 3% of their teachers, and 95.5% of Indiana principals indicated that they recommended contract cancelations for less than 3% of their teachers last year. Lastly, principals were asked if they would make recommendations for more teacher contract cancelations as a result of the changes in Indiana laws that define teacher effectiveness. Only 23.8% of principals indicated that the changes in law would cause them to more frequently recommend contract cancelations. Three hundred twenty K-12 public school principals were randomly selected and mailed a 36-question survey. One hundred ninety-one principals (59.7%) completed the survey. The comprehensive survey results are included in this study. / Department of Educational Leadership