ABSTRACT Predicting On-the-Job Teacher Success Based on a Group Assessment Procedure Used for Admission to Teacher Education by LaVaun Gene Faulk, Doctor of Education Utah State University, 2008 Major Professor: Deborah Byrnes, Ph.D. Department: Elementary Education Students who have graduated in Elementary Education at Utah State University, since 1997 when the group assessment interview procedure was adopted, and have been employed as teachers for at least two years were contacted. Students were located with the help of the Utah State Office of Education (USOE) and the Office of Teacher Education, Graduation, and Educator Licensing at USU. Permission to interview each teacher’s supervisor was obtained from each study participant. Principals were contacted and interview dates set. A self-anchoring interview was conducted to provide quantitative data on the success of each teacher. This new data was then used to compare each participant’s success as seen by supervisors to existing data already on record at USU. Specifically, principal interview data were compared to the participant’s student teaching scores, prior academic achievement data (grade point average and American College Test scores), and ratings the teacher received on the group assessment interviews when applying to the elementary education teacher training program at USU. (107 pages)

The purposes of this study were (I) to determine the relationship of teacher temperament to effectiveness in the classroom and (2) to determine the relationship of the teacher's temperament to the teacher's sex, to the grade level taught, to the area taught (special education or regular education), and to the subject taught. It was hypothesized that (I) there is no significant relationship between the teacher's temperament and his effectiveness in the classroom, (2) there is no significant relationship between the teacher's temperament and sex, (3) there is no significant relationship between the teacher's temperament and the grade level he teaches (elementary or secondary), (4) there is no significant relationship in the teacher's temperament and the area he teaches (special education or regular education), and (5) there is no significant relationship between the teacher's temperament and the subject he teaches.

The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were education students who sought admittance to Texas public colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.

The purpose of this study was to investigate the following relationships: 1. The relationship of personality attributes measured by the Structured-Objective Rorschach Test (SORT) and success in student teaching when the grade point average earned in student teaching was used as a criterion of success. 2. The relationship of SORT attributes and success in student teaching when the college coordinator's ratings of the student teacher were used to measure success.

The problem of this study was predicting teachers' job satisfaction and performance based upon selected factors in personal background and organizational properties of their school. The purposes of this study were to determine (1) whether seven organizational properties of a teacher's work environment were important in predicting five job satisfactions and job performance, (2) whether the five job satisfactions were important in predicting teacher job performance, and (3) whether there were significant differences in five job satisfaction scores and in performance rating between teachers grouped by fifteen independent variables. This study concluded that the use of data collected on the seven organizational properties increased the prediction of job satisfaction and performance. The addition of the five job satisfactions and seven organizational properties increased the prediction of job performance. The specific independent variables that had the highest relationship on criteria mean scores were Teaching Field, Teaching in Area of Preparation, Expenditure per Student, and Campus Size for elementary teachers. For secondary teachers the highest relationships were on Contract and Salary.

The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singly, or in some combination, predict success in teaching performance.

The purpose of this study was to develop a profile of the successful secondary marketing teacher based upon perceptions of teaching award recipients in marketing education. A naturalistic inquiry paradigm using the case study approach was the research design selected for the study. Semistructured, open-ended interviews were conducted with 11 teachers who were recipients of the annually presented, state-level teaching award in marketing education in the states of North Carolina and Virginia. Data collected from the interviews were analyzed according to tenets associated with the constant comparative method. The perceptions of the participants were organized and coded into the following five core categories established by the research questions: (a) teacher preparation, (b) personal motivations and abilities, (c) students, (d) professional roles and practices, and (e) teaching environment. Conceptual categories which emerged within each core category formed the framework for a perceptual profile of the successful secondary marketing teacher presented in the case report. Based on the findings from this study, it can be concluded that the successful secondary marketing teacher: (a) approaches the job with enthusiasm and strives to accomplish more than the minimum job requirements; (b) receives satisfaction from watching students experience success and develop positive self-concepts; (c) is professionally committed and involved; (d) is a very caring, student-centered teacher; (e) is most effective when allowed the freedom to work with minimum supervision; (f) performs teaching and other program duties in a somewhat structured, methodical manner; (g) realizes the success of the marketing education program is dependent on his or her ability to maintain good interpersonal relationships; and (h) receives thorough preparation in both technical content and pedagogy. It is recommended that secondary marketing teachers attempt to improve their performance in teaching, coordination, and other areas of the job through the emulation of the profile produced from this study. Additional recommendations are presented for education policymakers, teacher educators, and future research. / Ed. D.

The purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study collected both quantitative (survey) and qualitative (interview) data. Study participants were elementary education majors enrolled in an ESOL infused program model. Findings from the study indicated that PSTs had an overall understanding of the ESOL domains and were prepared to incorporate a wide variety of instructional strategies and methods into their lesson plans. While culturally competent, they had not yet developed the understanding of how to take an advocacy approach to empower their students in both the school and community. While some PSTs demonstrated a basic understanding of the components of oral language and literacy development in ELLs, many had not yet obtained an in-depth understanding of the specific language thresholds at each language proficiency level nor understanding of the grammatical and linguistic complexities of spoken and written English. These findings imply that further development is needed so that PSTs are better prepared in the following competencies: the ability to write language objectives across the content areas based on the output of oral and written language; the ability to select the appropriate instructional strategies, curriculum, and materials based on language proficiency levels; and the ability to interpret and make informed decisions based on ELLs' assessment results. PSTs valued assignments and activities that allowed them to integrate their own knowledge base into scenarios that might actually occur when they become teachers, or reflected scenarios encountered in teaching situations. They valued opportunities to observe and work with ELLs in the field and desired more opportunities to work with a larger variety of language proficiency levels and ages. Outside influences such as jobs, own school experiences, knowledge of another language, and societal interactions also contributed to their ESOL knowledge. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection