There is a national achievement gap between male and female students in the United States. A common recommendation to reduce this achievement gap has been to hire more male teachers. The purpose of this study was to examine the perceptions that elementary administrators and teachers have of male teachers’ influence on male student growth in English Language Arts. In order to measure perceptions, a five-point Likert scale survey was adapted from an existing qualitative questionnaire. A pilot study was conducted, an Exploratory and Confirmatory Factor Analyses were performed, and the survey was found valid and reliable to measure four constructs of teacher influence: Relationships, Role Models, Classroom Management and Achievement/Learning. Using a quantitative correlational research design, the survey was administered online to 153 teachers and administrators. Correlation analysis was conducted, and non-linear regressions were used to examine four individual research questions. There were no statistically significant results revealed in any of the regression equations. Major conclusions drawn were that elementary administrators and teachers perceive that more male teachers are needed, elementary administrators and teachers rate female teachers higher on the four constructs, male teachers are perceived to be better role models for male students, and the perception of male teachers’ influence did not impact the male Student Growth Percentile on the Georgia Milestones End of Grade Assessment.
","abstract_html":"<p>There is a national achievement gap between male and female students in the United States. A common recommendation to reduce this achievement gap has been to hire more male teachers. The purpose of this study was to examine the perceptions that elementary administrators and teachers have of male teachers’ influence on male student growth in English Language Arts. In order to measure perceptions, a five-point Likert scale survey was adapted from an existing qualitative questionnaire. A pilot study was conducted, an Exploratory and Confirmatory Factor Analyses were performed, and the survey was found valid and reliable to measure four constructs of teacher influence: Relationships, Role Models, Classroom Management and Achievement/Learning. Using a quantitative correlational research design, the survey was administered online to 153 teachers and administrators. Correlation analysis was conducted, and non-linear regressions were used to examine four individual research questions. There were no statistically significant results revealed in any of the regression equations. Major conclusions drawn were that elementary administrators and teachers perceive that more male teachers are needed, elementary administrators and teachers rate female teachers higher on the four constructs, male teachers are perceived to be better role models for male students, and the perception of male teachers’ influence did not impact the male Student Growth Percentile on the Georgia Milestones End of Grade Assessment.</p>","abstract_has_math":false,"creators":["Kaump Truitt, Kathleen Elizabeth"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Christopher Garretson","Dr. Parul Acharya","Dr. Marguerite Yates"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-01T08:00:00Z","date_published":"2019-12-01T08:00:00Z","updated_at":"2026-07-24T01:45:01Z","subjects":["Elementary School","Administrators","Teachers","Male Teachers","Male Students","Achievement Growth","Language Arts","Georgia Milestones End Of Grade Assessment","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/324","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Christopher Garretson","Dr. Parul Acharya","Dr. Marguerite Yates"]},{"key":"dc:creator","label":"Author","values":["Kaump Truitt, Kathleen Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-01-02T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary School","Administrators","Teachers","Male Teachers","Male Students","Achievement Growth","Language Arts","Georgia Milestones End Of Grade Assessment","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/324"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is a national achievement gap between male and female students in the United States. A common recommendation to reduce this achievement gap has been to hire more male teachers. The purpose of this study was to examine the perceptions that elementary administrators and teachers have of male teachers’ influence on male student growth in English Language Arts. In order to measure perceptions, a five-point Likert scale survey was adapted from an existing qualitative questionnaire. A pilot study was conducted, an Exploratory and Confirmatory Factor Analyses were performed, and the survey was found valid and reliable to measure four constructs of teacher influence: Relationships, Role Models, Classroom Management and Achievement/Learning. Using a quantitative correlational research design, the survey was administered online to 153 teachers and administrators. Correlation analysis was conducted, and non-linear regressions were used to examine four individual research questions. There were no statistically significant results revealed in any of the regression equations. Major conclusions drawn were that elementary administrators and teachers perceive that more male teachers are needed, elementary administrators and teachers rate female teachers higher on the four constructs, male teachers are perceived to be better role models for male students, and the perception of male teachers’ influence did not impact the male Student Growth Percentile on the Georgia Milestones End of Grade Assessment.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Elementary School Administrators' and Teachers' Perceptions of the Influence of Male Teachers and Schools' Male Student Achievement Growth in English Language Arts"]}]}],"canonical_facts":{"dc:contributor":["Dr. Christopher Garretson","Dr. Parul Acharya","Dr. Marguerite Yates"],"dc:creator":["Kaump Truitt, Kathleen Elizabeth"],"dc:date.available":["2020-01-02T08:00:00Z"],"dc:description.abstract":["There is a national achievement gap between male and female students in the United States. A common recommendation to reduce this achievement gap has been to hire more male teachers. The purpose of this study was to examine the perceptions that elementary administrators and teachers have of male teachers’ influence on male student growth in English Language Arts. In order to measure perceptions, a five-point Likert scale survey was adapted from an existing qualitative questionnaire. A pilot study was conducted, an Exploratory and Confirmatory Factor Analyses were performed, and the survey was found valid and reliable to measure four constructs of teacher influence: Relationships, Role Models, Classroom Management and Achievement/Learning. Using a quantitative correlational research design, the survey was administered online to 153 teachers and administrators. Correlation analysis was conducted, and non-linear regressions were used to examine four individual research questions. There were no statistically significant results revealed in any of the regression equations. Major conclusions drawn were that elementary administrators and teachers perceive that more male teachers are needed, elementary administrators and teachers rate female teachers higher on the four constructs, male teachers are perceived to be better role models for male students, and the perception of male teachers’ influence did not impact the male Student Growth Percentile on the Georgia Milestones End of Grade Assessment.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/324"],"dc:language":["English"],"dc:subject":["Elementary School","Administrators","Teachers","Male Teachers","Male Students","Achievement Growth","Language Arts","Georgia Milestones End Of Grade Assessment","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"dc:title":["The Relationship Between Elementary School Administrators' and Teachers' Perceptions of the Influence of Male Teachers and Schools' Male Student Achievement Growth in English Language Arts"],"thesis:degree_discipline":["Counseling, Foundations & Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:01Z"}