The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study

Author(s)

Kyle ShugartFollow

Date

9-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Rick Bragg

Keywords

Teacher Evaluation, Teacher Keys Evaluation System, Value-Added Model

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Elementary Education

Recommended Citation

Shugart, Kyle, "The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study" (2017). Doctoral Dissertations and Projects. 1525.
https://digitalcommons.liberty.edu/doctoral/1525

Abstract

The purpose of this phenomenological study was to describe the pedagogical influences of the value-added model of evaluation as experienced by elementary school teachers in a North Georgia suburban school district. A transcendental phenomenological design was used to provide a voice to (N = 12) elementary school teachers evaluated with a value-added model evaluation system through the lens of Bronfenbrenner’s (1976) social ecological model of the educational environment and Bandura’s (1977) social cognitive theory as it related to mastery experiences of the teacher. Data collection methods included interviews, a focus group, and evaluation documentation. The data were analyzed according to Moustakas’ (1994) approach using bracketing, horizonalization, and developing clusters of meaning to determine the essence of the shared phenomenon. Four major themes emerged from the data analysis: (a) understanding the process, (b) implementing the process, (c) documenting the process, and (d) internalizing the process. The results of this study indicated that additional professional development is needed to ensure teacher understanding of the evaluation process, assessment use, and assessment strategies to achieve optimum student learning. In addition, administrators should provide ongoing and constructive feedback, limit their subjectivity in evaluations, and provide an environment conducive to teacher and student learning. This study could guide future teacher evaluations, provide insight to direct administrators in evaluating teachers, and provide guidance and support for elementary teachers to achieve the maximum percentage of students obtaining the highest level of learning outcomes.