Literaturnachweis - Detailanzeige
| Autor/in | Smith, Edward J. |
|---|---|
| Titel | An Analysis of Principals' Assessment of Teacher Dispositions |
| Quelle | (2022), (192 Seiten)
PDF als Volltext Ed.D. Dissertation, Widener University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-3148-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; Administrators; Teacher Recruitment; Personnel Selection; Interviews; Job Applicants; Self Concept; Interpersonal Competence; Teaching (Occupation); Attitudes; Personality; Evaluation |
| Abstract | To close the achievement gap and reverse the declining achievement of American students when compared to their global peers, several strategies and initiatives have been employed across the nation. There have been several initiatives, including implementing systems that increase school district accountability for student learning, improving university academic standards, and requiring school districts across the nation to employ highly qualified teachers (Ransdell, 2017). Despite various approaches to decrease the achievement gap of students and increase academic standards, there remains a challenge regarding school district administrators hiring effective teachers. Many school districts have used their own systems for selecting, interviewing, and hiring teachers, while others rely on commercial products to assist in recruiting teachers to their districts. This study investigates the teacher candidate interview process to determine how principals and district administrators assess teacher candidates' perceptions of self, perceptions of others, perceptions of the purpose of teaching, and perceptions of their interpersonal skills. The topic of dispositions is central to teacher education and to teacher educators. The purpose of this study is to gain a better understanding of how school leaders select and hire effective educators for their school community. This mixed-methods study seeks to determine how principals assess teacher candidates during the interview and hiring process. This study uses a survey developed by Jennifer Hindman and James Stronge, The Teacher Quality Index (TQI), with respect to teacher selection and hiring. With permission, the survey was modified and used to collect data along with the use of structured interviews to address the research questions of this study. The quantitative data was collected using the modified TQI to elicit principal perceptions of teacher candidates throughout the interview process. The modified TQI survey detailed principals' assessments of dispositional interviews of prospective teachers. Additionally, the qualitative data was collected via a structured interview protocol developed by the researcher, conducted with those individuals who participated in the survey. Interview questions provided more detailed information about administrator perspectives regarding the hiring process. The significance of this study offers important guidance to principals and district administrators who are involved in the hiring process for their school or district. Specifically, this study has attempted to provide evidence that incorporating dispositional assessments and interview questions throughout the hiring process of teacher candidates assists school leaders in hiring effective teachers. School districts looking to improve their hiring practices now have a means to do so with the results of this study. Refocusing the efforts on the overall interview process increases the likelihood of improving the effectiveness of the overall teaching staff of a school or district. Utilizing dispositional interviewing techniques as part of the interview process can identify effective teachers and ultimately may be a necessary step to ensure schools and districts are hiring the most effective teachers possible. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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