The purpose of this quantitative study was to determine the perceptions of Pre K through 8th grade Tennessee teachers about the impact of Tennessee Educator Acceleration Model (TEAM) evaluations on classroom instructional strategies, teacher planning, professional development and teacher effectiveness. Participants in this study were PK-8 public school teachers from 2 districts in Northeast Tennessee who had been evaluated using the Tennessee Educator Acceleration Model (TEAM). Specifically this research was guided by 8 research questions on perceived changes in instructional strategies utilized by teachers, the perceived changes in teacher planning practices and lesson preparation, the perceived changes in professional development activities attended by the teacher and the perceived impact of teacher evaluation and feedback on teacher effectiveness. A survey instrument was used to collect data. The survey instrument consisted of 20 statements that asked the respondents to indicate their degree of agreement on a 6-point Likert scale. Quantitative data were analyzed with a series of one way ANOVA tests. Results indicated there was no significant difference in the instructional strategies or teacher planning dimensions of the TEAM Teacher Survey in relationship to years of experience or degree level. Respondents’ perceptions of teacher effectiveness were not significant in relation to degree level, but they were significant in relation to years of experience. The professional development dimension of the TEAM Teacher Survey was not significant in relation to degree level but was significant in relation to years of experience.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4818 |
| Date | 01 May 2018 |
| Creators | Harrell, Kelley |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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