Date Approved
2014
Degree Type
Open Access Dissertation
Degree Name
Doctor of Education (EdD)
Department or School
Leadership and Counseling
Committee Member
Barbara Bleyaert
Committee Member
David Anderson
Committee Member
Lisabeth Margulus
Committee Member
William Price
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.
Recommended Citation
Slanger, Jennifer L., "A study of teacher perceptions of the use of student growth measures in teacher evaluation and its effect on school culture" (2014). Master's Theses and Doctoral Dissertations. 875.
https://commons.emich.edu/theses/875