Addressing Substandard Teaching in Schools: An Assessment of Principals' Enabling Behavior

Autor/in	Gluck, Arlene
Titel	Addressing Substandard Teaching in Schools: An Assessment of Principals' Enabling Behavior
Quelle	(2013), (246 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-2717-8
Schlagwörter	Hochschulschrift; Dissertation; Principals; Administrator Behavior; Qualitative Research; Case Studies; Interviews; Focus Groups; Surveys; Workshops; Professional Development Schools; Peer Evaluation; Teacher Evaluation; Observation; Teacher Improvement; Student Improvement; Academic Achievement; Self Efficacy; Teacher Dismissal; Ambiguity (Context); Teacher Effectiveness; Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Lernwerkstatt; Schulung; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Schulleistung; Self-efficacy; Selbstwirksamkeit; Lehrerbeurlaubung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrer; Lehrerin; Lehrende
Abstract	Researchers estimate that 5-15% of American teachers do not produce the desired student performance. Nevertheless, 99% of U.S. teachers receive satisfactory evaluations annually. Guided by literature on obstacles to effective evaluation, this qualitative case study sought to understand the reasons why principals hesitate to confront substandard teacher performance and fail to recommend those teachers for remediation or dismissal. This study of 26 principals in a single district used thematic coding to analyze data from surveys, interviews, and a focus group to reveal the obstacles that prevent principals from confronting ineffective teachers. Ambiguity about peer assistance and dismissal, lack of self-efficacy in observing and evaluating teachers, reluctance to hold "difficult conversations," and local politics were identified as primary obstacles. Recommendations include: reviewing the current evaluation instrument, visiting peer review programs, providing additional training and follow-up for support, and masking quality teaching a top priority. A workshop project format was selected to meet the principals' desire for increased training while addressing deficiencies revealed in the findings. The workshop provides principals an opportunity to practice observation, feedback, and evaluation skills; enhance their knowledge of peer assistance and dismissal; and conduct "difficult conversations." When principals become accurate evaluators and address ineffective teaching, teaching performance will improve and student learning will increase. The social implications are significant especially in low-income areas, which often have higher percentages of inexperienced, ineffective teachers. If unsatisfactory teaching is remediated, fewer students will drop out, and more students will graduate, and equity is increased for students , especially those in disadvantaged populations. [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