A study of teacher perceptions of the use of student growth measures in teacher evaluation and its effect on school culture

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Leadership and Counseling

Year dc:date.available

2014

Author dc:creator

• Slanger, Jennifer L

Contributors dc:contributor

• Barbara Bleyaert
• David Anderson
• Lisabeth Margulus

• school culture
• teacher perceptions
• Value added measure
• Education

Repository record dc:identifier

https://commons.emich.edu/theses/875

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2252