Date

4-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Heidi Hunt

Keywords

achievement, education, mathematics, teacher

Disciplines

Educational Leadership | Science and Mathematics Education | Teacher Education and Professional Development

Abstract

Algebra I proficiency is an important aspect of a solid foundation in mathematics. Teachers play a critical role in the failure or success of students. Different teacher characteristics are thought to have a significant impact on the potential for student success. This non-experimental correlational research study seeks to examine the potential relationships between specific teacher characteristics and student success in Algebra I as measured by the Algebra I End of Course Exam scores. This study uses ordinary least squares regression analysis to examine the effects of independent variables on successful Algebra I scores. The independent variables in this study include teacher self-efficacy rating, certification type, years of experience teaching in total and teaching Algebra I specifically, and college degree earned. This study seeks to contribute to the body of knowledge by establishing a relationship, or lack thereof, between independent variables and student success in Algebra I. By establishing the presence or absence of a correlation between these variables, school leaders will have more research-based information to affect hiring decisions and teacher placement within Algebra I content areas. Results showed that years of experience teaching Algebra I was a significant predictor for student success in Algebra I. The other variables were not found to be significant predictors. Suggestions for future research are also included.

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