This study explored teacher perceptions of the inclusion of student growth data into the teacher evaluation process and the relationship(s) these perceptions might have on school culture. A positive correlation (p <.001) was found between the inclusion of VAM into the teacher evaluation process and motivation to collaborate. Key findings include participants working in priority designated schools were less likely to collaborate; participants with more knowledge about VAM had more positive perceptions; and participants in nonurban schools or smaller schools had more positive perceptions of VAM. Significant main effects for urban location (p = .001), number of teachers (p = .005), and level of knowledge (p = .05) were found. Participants in priority or urban schools indicated they don’t want to collaborate at a higher level than their counterparts in non-priority or nonurban schools. The inclusion of VAM appears to lead participants into isolation, not necessarily competitive relationships.
","abstract_html":"<p>This study explored teacher perceptions of the inclusion of student growth data into the teacher evaluation process and the relationship(s) these perceptions might have on school culture. A positive correlation (p <.001) was found between the inclusion of VAM into the teacher evaluation process and motivation to collaborate. Key findings include participants working in priority designated schools were less likely to collaborate; participants with more knowledge about VAM had more positive perceptions; and participants in nonurban schools or smaller schools had more positive perceptions of VAM. Significant main effects for urban location (p = .001), number of teachers (p = .005), and level of knowledge (p = .05) were found. Participants in priority or urban schools indicated they don’t want to collaborate at a higher level than their counterparts in non-priority or nonurban schools. The inclusion of VAM appears to lead participants into isolation, not necessarily competitive relationships.</p>","abstract_has_math":false,"creators":["Slanger, Jennifer L"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Open Access Dissertation","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["Barbara Bleyaert","David Anderson","Lisabeth Margulus"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:27Z","subjects":["school culture","teacher perceptions","Value added measure","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/875","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara Bleyaert","David Anderson","Lisabeth Margulus"]},{"key":"dc:creator","label":"Author","values":["Slanger, Jennifer L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-03-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["school culture","teacher perceptions","Value added measure","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/875"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored teacher perceptions of the inclusion of student growth data into the teacher evaluation process and the relationship(s) these perceptions might have on school culture. A positive correlation (p <.001) was found between the inclusion of VAM into the teacher evaluation process and motivation to collaborate. Key findings include participants working in priority designated schools were less likely to collaborate; participants with more knowledge about VAM had more positive perceptions; and participants in nonurban schools or smaller schools had more positive perceptions of VAM. Significant main effects for urban location (p = .001), number of teachers (p = .005), and level of knowledge (p = .05) were found. Participants in priority or urban schools indicated they don’t want to collaborate at a higher level than their counterparts in non-priority or nonurban schools. The inclusion of VAM appears to lead participants into isolation, not necessarily competitive relationships.
"]},{"key":"dc:title","label":"Title","values":["A study of teacher perceptions of the use of student growth measures in teacher evaluation and its effect on school culture"]}]}],"canonical_facts":{"dc:contributor":["Barbara Bleyaert","David Anderson","Lisabeth Margulus"],"dc:creator":["Slanger, Jennifer L"],"dc:date.available":["2018-03-15T07:00:00Z"],"dc:description.abstract":["This study explored teacher perceptions of the inclusion of student growth data into the teacher evaluation process and the relationship(s) these perceptions might have on school culture. A positive correlation (p <.001) was found between the inclusion of VAM into the teacher evaluation process and motivation to collaborate. Key findings include participants working in priority designated schools were less likely to collaborate; participants with more knowledge about VAM had more positive perceptions; and participants in nonurban schools or smaller schools had more positive perceptions of VAM. Significant main effects for urban location (p = .001), number of teachers (p = .005), and level of knowledge (p = .05) were found. Participants in priority or urban schools indicated they don’t want to collaborate at a higher level than their counterparts in non-priority or nonurban schools. The inclusion of VAM appears to lead participants into isolation, not necessarily competitive relationships.
"],"dc:identifier":["https://commons.emich.edu/theses/875"],"dc:subject":["school culture","teacher perceptions","Value added measure","Education"],"dc:title":["A study of teacher perceptions of the use of student growth measures in teacher evaluation and its effect on school culture"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:17:27Z"}