Date

7-15-2024

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Jeffrey Savage

Keywords

student achievement, self-determination theory, Tennessee Education Acceleration Model, teacher evaluation, teacher perceptions, Tennessee value-added assessment, teacher quality

Disciplines

Educational Assessment, Evaluation, and Research

Abstract

This quantitative, correlational study aims to determine if a predictive relationship exists between teacher perceptions of Tennessee's teacher evaluation and the linear combination of teacher gender, years of experience, and school-level taught (elementary, middle, high). Although teachers have recognized the current teacher evaluation system, many educators expressed concerns about it. This study is vital in determining teachers' perceptions of the evaluation system. Participants of this study included a sample of 108 certified elementary, middle, and high school teachers from one of the public school districts in southwestern Tennessee. Data were collected via an anonymous, self-paced online survey utilizing a modified Teacher Evaluation Profile (TEP) questionnaire. Multiple regression was used to measure the correlation between the predictor variables and the criterion variable. The findings revealed that no significant relationship existed between the predictor variables, taken together as a model, and the criterion variables (F(3,104) = 1.86, p = .14, R2 = .05). This study findings emphasize the critical need to incorporate teachers' perspectives in developing a fair teacher evaluation system, rather than relying on a one-size-fits-all approach. Recommendations for future research include conducting a qualitative research design incorporating teacher interviews to uncover teachers' experiences and classroom decisions regarding the Tennessee teacher evaluation system.

Download

Share

COinS