The purpose of this study was to investigate and report teacher perceptions during a renovation project. A quantitative analysis of six demographic variables and a 24 item survey questionnaire provided information related to school renovation, school leadership, student academic achievement, and teacher morale. This phenomenological study included survey responses from 74 out of a possible 76 teachers who were present during one of the two almost identical high school renovation projects in a rural school division in Virginia. These two high schools had the same renovation timeline, floor plan, architectural design team, and construction company. Independent sample t-tests and one-way Analysis of Variances (ANOVA) were used to determine differences in teacher satisfaction, schools, or demographic variables. The first major finding found overall teacher satisfaction was minimally affected by the renovation project (satisfied 36.5%, neutral 59.5%, and dissatisfied 4%). Factors that may have affected this finding include: lapse in teacher memory due to collection of data 10 months after the completion of the project, a feeling of ambivalence by the teachers, or the fact that the principal of one of the schools was also the researcher which may have caused survey responses to be more neutral. Both males and females felt satisfied but the females were less satisfied regarding safety, cleanliness, job satisfaction, and school rating. Differences between satisfied and dissatisfied teachers involving cleanliness, considering relocating during the project, seeking a transfer to avoid another project, and room temperature were found to have significance and moderate effect sizes. The schools had differences in overall satisfaction levels with one school having more satisfied teachers versus more teachers coded as neutral at the other school. While teachers at both schools felt safe during the renovation project and odor had an effect on satisfaction, satisfaction levels were different at each school. The last finding was a difference in job satisfaction levels between the age categories of 21-25 and 26-35 which could affect teacher retention. This study also concludes the need for doctoral and principal preparation programs to include information regarding the leadership role during a renovation project and how decisions may affect teacher satisfaction. / Ed. D.

The cross-case analysis described in this study explores the patterns of practice that support the induction needs of Alternatively Certified Teachers (ACTs) in the high school educational environment of a large suburban school district. Bronfenbrenner's (1976) systemic model of the educational environment that envisions a series of nested, interacting sub-systems is utilized as a roadmap for exploration. Data were collected beginning in the macro-system and continuing through the exo-system, meso-system, and micro-system of the educational environment. Interviews with teacher educators at the macro-system level, with central office staff at the exo-system level, with school administrators at the meso-system level, and with ACTs at the micro-system level were the primary means of data collection. Case study schools included three "high-ACT schools" with the largest number of ACTs in the district and two "norm-ACT schools" that reflected the average number of ACTs in the remaining five high schools in the district. Observations at teacher induction activities and mentor training sessions and analysis of relevant documents, including mentor program evaluation responses, were used to triangulate the data. Evolving display matrices were the primary strategy for data analysis. Themes were identified at each level of the educational environment. Differences among the sub-systems and between the "high-ACT" and "norm-ACT" schools were described. Findings revealed the following consistent themes within the levels of the high school environment: (a) the use of creative recruitment practices that include recognition of the value of ACTs as an important resource for finding new teachers; (b) emphasis on the role of personal qualities and teacher beliefs in equipping an individual to make a successful transition to teaching; (c) the pervasive sense of culture shock that ACTs experience; (d) the emphasis on establishing a wide network of formal and informal mentors; and (e) the emphasis on learning the connection between classroom management and good instruction. The study concluded that the general patterns of practice supporting ACTs in the high school educational environment can be organized into the following categories: (a) blending theory and practice by infusing university expertise into the schoolhouse; (b) promoting formal and informal mentoring; and (c) differentiating support to meet the special needs of ACTs. / Ed. D.

The purpose of this study is to explore the professional practices of teachers in both a Positive Behavior Support (PBS) high school and a traditional high school using Charlotte Danielson's (1996) 22 components of teaching responsibility that are clustered into four domains: Domain 1: Planning and Preparation, Domain 2: Classroom Environment, Domain 3: Instruction, and Domain 4: Professional Responsibilities. This comparison serves as a tool to determine if there is any difference in the professional practices of teachers in a high school with Positive Behavior Support and those in a traditional school. The results may be used to examine a variety of means to provide effective staff development and possible PBS implementation strategies. The teacher professional practices data retrieved were attained from teachers and principals of PBS and non-PBS schools. The major views that came forward from the respondents' survey questionnaires demonstrated that teachers and principals from the two schools characterize their professional practices quite similarly. Results from this study confirm the findings of research studies discussed in the literature review. On the whole, there were many similarities in the characterizations and levels of importance of teacher professional practices in the PBS and non-PBS schools. The descriptive data displayed that the PBS school out performed the non-PBS in the majority of the identified student outcomes. This study also noted that effective leadership and staff training are needed to facilitate the implementation of school improvement tools, such as PBS. / Ed. D.

Teacher evaluation is mandated by state law and practiced in every public school district. The evaluation of teachers is a vital part of the work of school administrators and the evidence that aligns teacher supervision and its direct or indirect impact on student achievement is scant (Ebmeier, 2003). The researcher examined perceptions of elementary teachers in a southeastern Virginia school division regarding the teacher evaluation process. The goal was to determine how the teacher evaluation process influences professional growth and instructional practices at the elementary school level. In addition to identifying the overall perception of the evaluative practices employed in the school division, the researcher gleaned additional understandings of teacher perceptions on how a particular evaluation tool's effectiveness, purposes, and reliability impact teacher behavior. Perceptions of teachers from 20 elementary schools in an urban school division in Virginia were researched using a quantitative methodology. There were a total of 446 teachers in grades PreK through 5 in the 20 schools. Data were collected through an online teacher questionnaire. The revised Teacher Evaluation Profile (TEP), created by Stiggins and Duke (1988), was used as the survey tool. The TEP was designed to elicit responses on a Likert scale using five attributes of a particular teacher evaluation experience. Data from the TEP indicate that teacher perceptions of the overall quality of the evaluation process vary. While there was a consistent perception of neutrality, less than 50% of the teachers perceived the evaluation as a meaningful process. Furthermore, teachers reported that the evaluation process had minimal impact on their professional growth and professional practice. The results of this study may impact the professional development opportunities linked to the evaluation process. / Ed. D.

The purpose of this study was to investigate the perceptions of teachers and administrators in a rural southeast school district regarding the impact of strategic compensation as a motivating factor on teacher quality, recruitment, and retention. As a result of increased demands on K12 education and the limited pool of teaching candidates, public school districts continue to search for ways to motivate, recruit and retain teachers (Muranto and Shuls, 2012). Since many view the traditional teacher salary scale as an outdated and ineffective practice, school districts continue to search for new ways to provide additional financial bonuses. (Springer, 2009). At the time of the study, the rural southeast school district studied was the only district within its state that used a strategic compensation model as a part of its employee benefits package. The locally funded plan awarded bonuses to teachers who qualify according to the parameters set by their school board. The initial rationale behind the implementation of the plan was to acknowledge exemplary teachers within the district. In this study, the history of the traditional salary scale, teacher quality, teacher retention, teacher recruitment, proponents and opponents of strategic compensation and recent studies on merit pay were examined. In this mixed methods study, a survey was sent to all 237 candidates eligible for strategic compensation, and a focus group interview with 7 administrators responsible for the summative evaluations of teachers was conducted. After the data were collected, descriptive statistics were examined to determine if additional ANOVA analyses were required to determine if demographic differences could be identified. The findings from this study may assist school districts develop and maintain a strategic compensation plan as a part of its overall teacher compensation package. After the data were disaggregated and analyzed, the findings from this study indicated mixed reviews regarding teacher perceptions of strategic compensation. Survey results indicate that the ideal bonus lies between $1,000-$3,000. In addition, teachers and administrators did not perceive that strategic compensation assisted with teacher recruitment or retention. Additional findings indicated differences in perceptions of strategic compensation based on gender and level of teaching assignment. / Doctor of Education / The purpose of this study was to investigate the perceptions of teachers and administrators in a rural southeast school district regarding the impact of a pay for performance plan as a motivating factor on teacher quality, recruitment, and retention. As a result of the teacher shortage in America, public school districts continue to search for ways to motivate, recruit and retain teachers. Since many view the salaries of teachers low, school districts continue to search for new ways to provide additional end of year bonuses as a motivating factor to improve teacher quality, recruitment and retention. To date, the rural southeast school district studied is the only district within its state that uses a strategic compensation model as a part of its employee benefits package. The plan awards bonuses to teachers who qualify according to their end of year rating. In this study, the history of the traditional salary scale, teacher quality, teacher retention, teacher recruitment, proponents and opponents of strategic compensation and recent studies on merit pay will be examined. A survey was sent to all 237 candidates eligible for strategic compensation, and a focus group interview with 8 administrators responsible for the summative evaluations of teachers was conducted. After the data were collected, they were sorted by demographic identifiers to determine if there were differences in responses between different groups. The findings from this study may assist school districts develop and maintain a strategic compensation plan as a part of its overall teacher compensation plan. The findings from this study include: $1,000-$3,000 is the ideal amount of money that would motivate a teacher to improve, strategic compensation did not assist with teacher recruitment, and school administrators did not believe strategic compensation led to greater teacher retention within the rural southeast school district. In addition, teachers and administrators believed that participation in the strategic compensation plan should be voluntary. Findings based on demographic identifiers indicated that male teachers responded more positively than female teachers, and there were differences among elementary, middle school and high school teacher responses with regard to their perceptions of the strategic compensation plan.

Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs is decreasing (Sutcher et al., 2016). Increased teacher demands by school divisions, schools, families, and testing requirements have contributed to declining teacher job satisfaction and teacher retention. Teachers are leaving high poverty, high minority schools for more affluent schools (Hanushek et al., 2004). The challenge of retaining quality teachers affects schools with diverse populations and high poverty, thus contributing to achievement gaps between minority and non-minority groups (Garcia and Weiss, 2019). Teachers in high poverty or high minority schools, mostly categorized as Title I schools, report low teacher job satisfaction levels, translating into high teacher turnover. The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data collection included five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement. / Doctor of Education / Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs, and remaining in the profession is decreasing. High poverty, high minority schools, and/or Title I schools are impacted more severely by the teacher retention challenges (Garcia and Weiss, 2019; Sutcher et al., 2016). The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data were collected from five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.

This study looked at the transition from preservice teacher to teacher by considering novice teacher success stories. This investigation rested on the presumption that the first year of teaching may be a struggle for some. This claim was underscored by the prevalence of the sink or swim metaphor in discourse related to induction. To understand how novice teacher success stories can inform teacher education, narratives were captured using task-oriented, semi-structured interviews deliberately designed to elicit authentic responses. Iterative analysis of the narratives yielded two profiles and 10 stories that are presented in a combination of vignettes written in the voice of the participant and expository comments. Iterative analysis of the 10 stories using the features or elements of story (setting, character, tone, and theme) yielded a number of patterns. In sum, consideration of these findings informs a deeper and richer understanding of induction through the experiences and perspectives of the purposively and conveniently selected participant in this study. Her case supports the rationale for this inquiry. She demonstrated a keen awareness of the struggles novices face. Yet, she self-identified as successful and her administration concurred. The overarching finding is deep insight into the persona of the participant--a survivor that understood successes as a novice teacher to be occurrences marked in sometimes minimal relief upon a context of struggle.

The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 secondary teachers chosen randomly from three school districts in North Central Texas. The districts were selected to represent a variety of sizes in regard to student population and represent diverse student population characteristics and socioeconomic levels. Data from the semi-structured interviews and the returned surveys were analyzed to determine the designers' intentions and areas of emphasis and to describe the alignment the teachers' perceptions and the designers' intentions. Quantitative data gathered from the surveys were analyzed using descriptive statistics as well as a correlation and function analysis and analysis based on a Cronbach alpha coefficient. The analysis of data revealed the following: 1. Teachers perceived that the implementation of the PDAS has a high level of effect in the areas of learner-centered instruction; classroom management; support for all students; the professional growth of teachers; communication; learning application; and, TAAS improvement. 2. Teachers' perceptions were not affected by years of experience. 3. Teachers' perceptions were not affected by their field of instruction. One implication of this study is that the final design represents the intentions of designers, although the area of student achievement is not weighted as heavily in teachers' evaluations as was originally intended. Furthermore, education leaders in Texas may conclude that teachers perceive a high level of impact upon their classroom practices as a result of implementation of the PDAS instrument. If future research reveals that the perceived impact is accurate and that classroom practices of teachers did change as a result of the instrument's implementation to the degree perceived, then this is a model for policy implementation at the state level that is extremely effective. Furthermore, additional researchers may investigate the link between classroom practices and student achievement. This research study is a first step toward describing effective, replicable practices.

This was a study of the personal values of selected secondary teachers and principals as related to (1) the principals' evaluations of teacher success, (2) years of teaching experience and (3) level of educational preparation.

Doctor of Philosophy / Curriculum and Instruction Programs / Michael Perl / The National Council for the Accreditation of Teacher Education (NCATE) standards adopted in 2000 mandated the assessment of teacher dispositions. However, the lack of specificity of the construct has led to an environment where many institutions struggle to develop high-quality disposition assessments. The result is a hodgepodge of constructs and systems; some that work, some that do not. This quantitative study used a modified version of the Teacher Disposition Index (TDI) to identify the extent to which first-year teachers’ self-reported exhibiting the dispositions and whether they perceived they were taught the dispositions by the teacher education programs from which they graduated. Responses to the TDI were compared based on type of college or university from which they graduated, gender and age. The TDI, a 45 item, Likert-type survey, is aligned with the INTASC standards. Data were analyzed using frequency distributions, analysis of variance, and chi square tests. An aggregate review of all 45 dispositions shows 93.6% of responses were positive for “agree” or “strongly agree” that they exhibit the identified dispositions and 88.51% of responses were positive for perceiving they were taught the dispositions. Overall, there was no significant difference identified between any groups (by school type, gender, or age) except for in exhibited dispositions compared by gender (p< .05). When drilling down to specific dispositions, an occasional significant difference was identified. In general, the respondents in this state report they exhibit the identified dispositions at a high rate and they report the teacher education programs are teaching these dispositions. The following recommendations are made based on the results of this study. First, colleges and universities can teach more interpersonal communications skills as part of the required curriculum. More overt instruction of dispositions, especially at smaller institutions, is needed. Teacher education programs could place more emphasis on the development of dispositions of male teacher education candidates. Novice teachers could benefit from more instruction of informal assessment skills and flexibility in instruction.