An Analysis of the Relationship between the Perceptions of Value-Added Measurement and Teacher Job Satisfaction

Autor/in	Viar, Meagan Alexis
Titel	An Analysis of the Relationship between the Perceptions of Value-Added Measurement and Teacher Job Satisfaction
Quelle	(2016), (94 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8395-0
Schlagwörter	Hochschulschrift; Dissertation; Value Added Models; Job Satisfaction; Teacher Attitudes; Academic Achievement; Teacher Effectiveness; Statistical Analysis; Comparative Analysis; Teacher Evaluation; Rural Schools; Middle School Teachers; Online Surveys; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Statistische Analyse; Teacher appraisal; Lehrerbeurteilung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	Educational leaders are struggling with the issue of academic reform as it pertains to accountability for student achievement. With increasing pressures to improve student achievement, many states have adopted value-added measures to monitor student growth and teacher effectiveness. This study undertook a quantitative approach to examine the relationship between teacher perceptions of value-added evaluations, teachers' three-year mean value-added scores, and teacher job satisfaction using One-Way Analysis of Variance (ANOVAs). The four major questions posed in this study are as follows: 1) What are selected TN teachers' perceptions of the TVAAS-based teacher evaluation system in terms of its fairness, accuracy, understandability, and need for revision? 2) How do selected TN teachers' average self-reported scores on the TVAAS-based teacher evaluation system differ by demographic characteristics? 3) How do selected TN teachers' reported level of job satisfaction differ by demographic characteristics? 4) What relationships are observed between selected TN teachers' ratings of the quality of the TVAAS-based teacher evaluation system, their self-reported average scores on that teacher evaluation system, and their level of satisfaction with their jobs? There were 39 teachers from two rural middle schools in the mid-south that participated in the online survey. Job satisfaction was measured and compared with teachers' perception of Tennessee Value-Added Assessment (TVAAS) and their self-reported mean TVAAS score. The Analysis revealed a significant relationship between the self-reported three-year average TVAAS scores and Perception of the quality of TVAAS data, as well as a significant relationship between teachers' self-reported average TVAAS evaluation score and their average level of satisfaction. [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