The purpose of this study was to explore middle school teachers' perceptions of the Georgia CLASS Keys teacher evaluation instrument. The researcher conducted interviews with an array of Georgia middle school teachers from diverse regions of the state, drawn from a purposeful sample. The researcher followed a semi-structured interview format to generate data for the study. Data from the study were analyzed using a basic interpretive approach. Teacher participants in this study noted several areas of concern relative to CLASS Keys. Participants expressed concerns regarding the clarity, purpose, administrative requirements, and negligible impact on student learning. The findings from this study enabled the researcher to make several recommendations regarding middle school teacher evaluation in the state of Georgia.
","abstract_html":"<p>The purpose of this study was to explore middle school teachers' perceptions of the Georgia CLASS Keys teacher evaluation instrument. The researcher conducted interviews with an array of Georgia middle school teachers from diverse regions of the state, drawn from a purposeful sample. The researcher followed a semi-structured interview format to generate data for the study. Data from the study were analyzed using a basic interpretive approach. Teacher participants in this study noted several areas of concern relative to CLASS Keys. Participants expressed concerns regarding the clarity, purpose, administrative requirements, and negligible impact on student learning. The findings from this study enabled the researcher to make several recommendations regarding middle school teacher evaluation in the state of Georgia.</p>","abstract_has_math":false,"creators":["Henry, William Cameron"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Teri Denlea Melton","Sam Hardy","Hardy, Sam"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Teacher evaluation","Middle School","CLASS Keys","Teachers","Rating of","Teacher effectiveness","Performance standards","Middle schools","Education","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/409","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Teri Denlea Melton","Sam Hardy","Hardy, Sam"]},{"key":"dc:creator","label":"Author","values":["Henry, William Cameron"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-08-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Teacher evaluation","Middle School","CLASS Keys","Teachers","Rating of","Teacher effectiveness","Performance standards","Middle schools","Education","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/409"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to explore middle school teachers' perceptions of the Georgia CLASS Keys teacher evaluation instrument. The researcher conducted interviews with an array of Georgia middle school teachers from diverse regions of the state, drawn from a purposeful sample. The researcher followed a semi-structured interview format to generate data for the study. Data from the study were analyzed using a basic interpretive approach. Teacher participants in this study noted several areas of concern relative to CLASS Keys. Participants expressed concerns regarding the clarity, purpose, administrative requirements, and negligible impact on student learning. The findings from this study enabled the researcher to make several recommendations regarding middle school teacher evaluation in the state of Georgia.
"]},{"key":"dc:title","label":"Title","values":["Middle School Teachers' Perceptions of the Georgia Class Keys Teacher Evaluation Instrument"]}]}],"canonical_facts":{"dc:contributor":["Teri Denlea Melton","Sam Hardy","Hardy, Sam"],"dc:creator":["Henry, William Cameron"],"dc:date.available":["2013-08-07T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to explore middle school teachers' perceptions of the Georgia CLASS Keys teacher evaluation instrument. The researcher conducted interviews with an array of Georgia middle school teachers from diverse regions of the state, drawn from a purposeful sample. The researcher followed a semi-structured interview format to generate data for the study. Data from the study were analyzed using a basic interpretive approach. Teacher participants in this study noted several areas of concern relative to CLASS Keys. Participants expressed concerns regarding the clarity, purpose, administrative requirements, and negligible impact on student learning. The findings from this study enabled the researcher to make several recommendations regarding middle school teacher evaluation in the state of Georgia.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/409"],"dc:subject":["ETD","Teacher evaluation","Middle School","CLASS Keys","Teachers","Rating of","Teacher effectiveness","Performance standards","Middle schools","Education","Educational Administration and Supervision","Educational Leadership"],"dc:title":["Middle School Teachers' Perceptions of the Georgia Class Keys Teacher Evaluation Instrument"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}