Date
8-2021
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Philip Alsup
Keywords
edTPA, teacher efficacy, student teacher
Disciplines
Educational Assessment, Evaluation, and Research
Recommended Citation
Lazzell, Robert Shane, "The Predictive Relationship Between GPA, Cooperating Teacher Assessment Ratings, and Practice Teacher Performance Assessments upon Successful Completion of a Summative Teacher Performance Assessment" (2021). Doctoral Dissertations and Projects. 3162.
https://digitalcommons.liberty.edu/doctoral/3162
Abstract
Ensuring quality within teacher preparation programs is critical to the success of producing excellent teachers. Numerous studies focus on the influence teacher preparation programs have on emerging teacher self-efficacy, but few studies explore the correlation between teacher preparation programs and successful teaching performance. This quantitative, correlational research study explores how well cumulative GPA, cooperating teacher feedback scores, and practice teacher performance assessment scores can predict performance on Pearson’s edTPA. The data for this study is collected from institutional records of 72 students at a Midwestern school of education. The results indicate that GPA, cooperating teacher feedback scores, and practice teacher performance assessment scores have no statistically significant impact on edTPA scores. Implications of the findings are examined and recommendations for future research are made.
