Perceptions of Supervision Processes and Practices in Initial Contract, Tenured, and Distinguished-Rated Teachers as They Relate to Self-Learning and Growth in One Large Suburban School District

Autor/in	Watters, Chad M.
Titel	Perceptions of Supervision Processes and Practices in Initial Contract, Tenured, and Distinguished-Rated Teachers as They Relate to Self-Learning and Growth in One Large Suburban School District
Quelle	(2017), (180 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware Valley University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-7310-0
Schlagwörter	Hochschulschrift; Dissertation; Supervision; School Districts; Mixed Methods Research; Teacher Attitudes; Surveys; Suburban Schools; Elementary School Teachers; Clinical Supervision (of Teachers); Independent Study; Tenure + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Lehrerverhalten; Survey; Umfrage; Befragung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Selbststudium; Amtszeit; Beschäftigungsdauer
Abstract	The purpose of this mixed methods study is to examine the perceptions of supervision practices in initial contract, tenured, and distinguished-rated teachers at the elementary level in one large, suburban school district. This study described teacher perceptions of clinical and alternative supervision practices. Six research questions guided this study. Data was collected via a survey asking respondents to rate their perception of the important elements of the pre- and post-observation conferences. The survey included open-ended responses that described perceptions of clinical and alternative supervision practices. Interviews were also conducted with distinguished-rated teachers. The data from this study show both clinical and alternative supervision processes can promote the learning and growth of teachers. The knowledge of the principal was found to be a key factor in promoting teacher learning and growth. The findings suggest that teachers feel there is not enough time to collaborate and that principals need to find creative ways to provide teacher-directed, and more autonomous time for collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01