Research Doctorate - Doctor of Philosophy (PhD) / The principal aim of this study is to contribute to the debate on effective teaching and learning by investigating the role of dispositions in differentiating between 12 teachers nominated by their school principals as being ‘exceptional teachers’. The thesis is premised on the importance of human dispositions for high quality teaching and learning. A conceptual framework is developed as a guide to structure the investigation that is set in the context of classroom teaching in primary and secondary schools selected from an opportunity sample of independent schools in New South Wales, Australia. The study proposes that it is possible to examine and gain insight into the nexus between pedagogic and dispositional variables when considering what it means to be an ‘exceptional teacher’. From an extensive review of the literature a conceptual model, the Dispositional Cluster Model (DCM), is developed from five complementary fields of research literature, namely: effective teachers and effective teaching, giftedness and talent, intelligence, creativity, and dispositions. The case study involves the application of four instruments that are used to examine pedagogic variables, and teacher values and beliefs. In addition, the Interview Analysis Framework (IAF) has been designed to analyse case study interviews. NVivo analysis has also been applied to the interviews. The results from the case study provide a rich array of data for differentiating between the case study teachers. The major outcome of this research was the development of the IAF as an instrument that proved to be a useful and credible tool for analysing the case study interviews. It is proposed that the IAF and the DCM have strong potential for implementation in the areas of teacher education, teachers’ professional development, and teacher evaluation. The IAF may prove to be a useful device for school principals to use for analysing teacher interviews, providing teacher support, and for assessing teachers.

Research Doctorate - Doctor of Philosophy (PhD) / The principal aim of this study is to contribute to the debate on effective teaching and learning by investigating the role of dispositions in differentiating between 12 teachers nominated by their school principals as being ‘exceptional teachers’. The thesis is premised on the importance of human dispositions for high quality teaching and learning. A conceptual framework is developed as a guide to structure the investigation that is set in the context of classroom teaching in primary and secondary schools selected from an opportunity sample of independent schools in New South Wales, Australia. The study proposes that it is possible to examine and gain insight into the nexus between pedagogic and dispositional variables when considering what it means to be an ‘exceptional teacher’. From an extensive review of the literature a conceptual model, the Dispositional Cluster Model (DCM), is developed from five complementary fields of research literature, namely: effective teachers and effective teaching, giftedness and talent, intelligence, creativity, and dispositions. The case study involves the application of four instruments that are used to examine pedagogic variables, and teacher values and beliefs. In addition, the Interview Analysis Framework (IAF) has been designed to analyse case study interviews. NVivo analysis has also been applied to the interviews. The results from the case study provide a rich array of data for differentiating between the case study teachers. The major outcome of this research was the development of the IAF as an instrument that proved to be a useful and credible tool for analysing the case study interviews. It is proposed that the IAF and the DCM have strong potential for implementation in the areas of teacher education, teachers’ professional development, and teacher evaluation. The IAF may prove to be a useful device for school principals to use for analysing teacher interviews, providing teacher support, and for assessing teachers.

The importance of teacher dispositions has quickly become commonplace in the preparation of teachers. Unlike other well-established domains of teacher education, like knowledge and skills, the evolving concept continues to challenge those mandated to identify, nurture, and assess the dispositions of teachers. The purpose of this study was to expand the conversation on teacher dispositions by examining connections between perceived dispositions and dispositions-in-action using Argyris and Schön’s (1974) theory of action framework. Case studies of two experienced elementary classroom teachers working in high-needs urban schools provided information on how teachers perceive their teaching dispositions compared with dispositions evidenced in their classroom practices. Data for this multiple case study included a validated self-assessment disposition instrument, the Diversity Disposition Index, semi-structured interviews, and classroom observations. The study found evidence of congruence and incongruity between the participants’ perceived and observed teaching dispositions. While both teachers shared similar self-reported teaching dispositions, such an enthusiasm for content, importance of classroom management, and attention to expectations for students, their enactment of those teaching dispositions varied greatly in their classrooms despite similarities in context. Implications are provided for teachers working in high-needs urban schools who face unique challenges and for teacher education programs designed to prepare and support new urban educators.

This was a study that focused on the development of a quantitative instrument that measures the dispositions of teacher education candidates as articulated by the Interstate New Teacher Assessment and Support Consortium (1991). To examine reliability, the statistical analysis included intraclass correlation coefficient and Cronbach's alpha correlation coefficient estimates. Validity evidence based on test content and internal structure was examined. The subject pool for each pilot test was formed from matched pairs of student teachers and their assigned college or university supervisors. The matched pairs attended a private, Christian liberal arts college located in central Illinois or public university located in southern Illinois. The student teachers were senior level undergraduate or graduate college students seeking Illinois teaching certification. The pilot test of the instrument included 23 student teacher candidates and their assigned college or university supervisors. The data collection phase of the study included 103 student teacher candidates and their assigned college or university supervisors. The following findings resulted from the study: 1. It is possible to develop a quantitative instrument that effectively and efficiently measures the construct of professional dispositions of teacher candidates. 2. The instrument developed produced reliable scores. 3. Validity evidence based on instrument content and internal structure supported the intended interpretations of the instrument scores.

Many new teachers will be hired in the decades to come. A school administrator screening candidates for teaching positions is faced with a decision that can have long-term consequences for a community, a school, and thousands of children. Finding the best candidates for teaching positions has never been more important. A variety of questions centering on prior experience, knowledge, or expertise may be asked by those responsible for screening candidates, yet there is another area of importance to be considered in the process, that of dispositions. The Council for the Accreditation of Educator Preparation [CAEP], formerly known as the National Council for Accreditation of Teacher Education [NCATE] (2008), and the Interstate New Teacher Assessment and Support Consortium [INTASC] (2010) have emphasized the need to identify dispositions in addition to the knowledge and skills that have historically received emphasis by school districts seeking candidates and institutions preparing them. In response to this emphasis, administrators may benefit from a greater understanding of dispositions when interviewing and making hiring decisions. Administrators will also benefit by greater knowledge of the questions asked to determine if a candidate possessed a particular disposition. The research procedure uses a focus group format to conduct a multi-round survey/discussion to obtain input and consensus on two asked of school administrators: (1)'What do administrators believe are the critical dispositions a teacher candidate must possess?' and (2) 'Do administrators believe that a person can ask candidates questions to determine if they possess those dispositions? If so, what are the questions administrators can ask to determine if the candidates possess those dispositions?' Recommendations on dispositions that should be assessed and questions that may be used in the assessment of those dispositions will be developed from the results of the study. The focus group identified 19 dispositions and 74 interview questions within 5 theme groupings. These groupings included: beliefs about children, attitudes/beliefs – willingness to act, job-related skill, structure, and other personal attributes/traits. / Ed. D.

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The purpose of this study was to develop an instrument to measure K-12 teacher demoralization. An increasing body of literature has labeled modern education policies as having a demoralizing effect on teachers (Darling-Hammond & Rustique-Forrester, 2002; Noddings, 2004; Ryan & Brown, 2005; Nichols & Berliner, 2007; Santoro, 2011; Hargreaves, Braun, & Gebhardt, 2013). Teacher demoralization has been defined as a teacher’s “inability to access the moral rewards of teaching” (Santoro, 2011, p. 3). Data was collected from a population of K-12 educators through cognitive interviews (n=6) and a large scale data collection analyzed with a principal component analysis (n=430) in an effort to determine which constructs should be included in the measurement of teacher demoralization. Feedback on the survey instrument was incorporated in an iterative process at each stage of data collection. Results revealed that the theory of teacher demoralization should include two factors: teacher dispositions and feelings of demoralization. The current study failed to find strong evidence of convergent validity with teacher burnout and self-determination need thwarting; however, results suggest that emotional exhaustion and autonomy need thwarting are moderately related to teacher demoralization. Evidence of discriminant validity in relation to teacher self-efficacy was found; however, other discriminant validity evidence was inconclusive. This study extends the literature by providing the first attempt to measure the phenomenon of teacher demoralization. Future studies should continue to refine the instrument of teacher demoralization, and can use this instrument as one way to examine the impact of policy on teachers.

A teacher's disposition is a valued factor in special education; however, preservice teacher training in California higher education institutions does not require a focus on dispositions. The purpose of this quantitative correlational study was to examine whether common dispositions were associated with retention among teachers with comparable experience and preparation in special education. The study was grounded in constructivist learning theories including experiential learning, transformational learning, reflective practice, communities of practice, and situated learning. Data collection included responses to the Teacher Dispositions Index survey from 28 teachers in the partner school district. Results of multiple regression analyses indicated that effective communication and commitment to ethical professional behavior were common dispositions among persistent special education teachers. This research study affirmed special education teacher dispositions are difficult to define and assess. Future research is recommended regarding the dispositions of effective communication, commitment to ethical professional behavior, and supplemental dispositions present in the teaching profession. The doctoral project included a professional development seminar to foster persistence among special education teachers. Results may be used to increase percentages of persistent teachers in special education programs.