Thesis advisor: Lauri Johnson / This qualitative case study examined the influence of the processes of supervision and evaluation on the job satisfaction of novice teachers in one suburban Massachusetts school district. The conceptual framework guiding this research was the “Three Factor Theory” developed by Dinham and Scott (1998) which emphasizes the role of school-based factors on job satisfaction. The data collection included interviews with novice teachers, school leaders and central office leaders. A document review was also conducted. The results of this study found that supervision and feedback that was specific and timely, provided from a coaching standpoint was perceived to be an important factor influencing job satisfaction. Building leaders felt that evaluation, through the self-reflection and goal setting process, also positively contributed to the job satisfaction of novice teachers, however, novice teachers did not confirm this finding. Recommendations include additional professional development for both building leaders and novice teachers that focuses on the use of supervision and feedback to inform the evaluation process, including the self-reflection and goal setting stages. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_106719 |
| Date | January 2016 |
| Creators | Chamberland, Elizabeth |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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