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ERIC Number: ED513235
Record Type: Non-Journal
Publication Date: 2009
Pages: 276
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1092-9684-6
ISSN: N/A
The Attitudes of Middle School Principals towards Annual Testing, Highly Qualified Teachers, Teacher Evaluation Processes, Criterion for High Quality Teaching, and Their Role as Instructional Leaders
Dupree, Jeffrey J.
ProQuest LLC, Ed.D. Dissertation, Dowling College
This study took place on Long Island, New York. Through an ethnographic approach, the beliefs of middle school principals regarding No Child Left Behind testing, highly qualified teachers, teacher evaluation, quality teaching, and instructional leadership were investigated. Eight principals, of differing gender and experience levels and serving in schools of high, average, and low resource availability were interviewed. Themes, patterns, and discrepancies were found in their beliefs among the topics covered in the interviews. Discrepancies in themes and patterns regarding NCLB annual testing were found to exist along lines of school type and experience. Patterns were found regarding NCLB highly qualified teacher traits, and that principals do not consider NCLB statutory traits. Gender and school resource capability were found to provide differences in teacher evaluation process utilized. Patterns existed regarding criterion for teacher quality. Measured student achievement was not considered as criterion of teacher efficacy. Gender and resource capability formed the greatest discrepancies in how principals view their role as instructional leaders. Recommendations for current practices include monitoring changes occurring in middle schools due to NCLB testing, considering objective data when hiring and evaluating teachers, and school districts streamlining and clarifying the expectations of building principals. Recommendations for further study included conducting the same study in a different geographic setting, with a homogenous grouping of principals, and conducting a similar study with teachers and students to determine their concepts regarding the variables of this study. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001