NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED529053
Record Type: Non-Journal
Publication Date: 2011
Pages: 139
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1246-3412-8
ISSN: N/A
Fostering Positive Classroom Environments: The Relationship between Teacher Qualifications, Facility Management, and Perceptions of Leadership on Student Outcomes
Marshall, Bryan Allan
ProQuest LLC, Ph.D. Dissertation, The University of Southern Mississippi
This study attempted to determine the effectiveness of schools that have highly qualified teachers, along with a well managed facility, and the administration's perception of the leadership role as an instructional specialist on the outcomes that students displayed. Also, the relationship between two instruments used to determine the quality of school facilities was measured. The findings of this study indicated that all three factors used to determine teacher quality had significant relationship at the 0.05 alpha level to QDI or Quality Distribution Index. The three categories were teacher advanced degree, teacher national board certification, and teacher highly qualified status. For NBCT the correlation r(242) = 0.767, p less than 0.05 was significant when related to QDI. This was the most significant relationship between teacher quality and QDI followed by the percentage of highly qualified teachers r(242) = 0.752, p less than 0.05) and advanced degree r(242) = 0.523, p less than 0.001). A facility management score was measure to determine the influence facilities have on QDI within student populations. The two measures used to determine school facility management levels were the Total Learning Environment Assessment and the Hawkins Lilley. These two instruments were determined to be congruent using a correlation test based on two overall categories, Educational Adequacy and Educational Environment. When related to QDI the TLEA indicated that r(19) = 0.650, p less than 0.01 which was significant and the HL indicated a correlation of r(19) = -0.852 which was also significant. Next a regression model was conducted to determine if QDI could be explained by using demographic factors other than the test alone. The conclusion was that the R[superscript 2]=0.712 and can explain 71.2 percent of the variability in QDI. Therefore, the argument can be made that QDI is a measure of demographic features surrounding the schools. Finally, an interview was conducted with three high school administrators from various levels of school achievement. These surveys indicated that principals have a shared vision of their role in that they are expected to be instructional specialists. Consequently, the results of this study indicated that QDI is a product of demographics, teacher quality does influence QDI, facilities adequacy and environment are important to the QDI of the school, and that by in large principals see their role as an instructional leader. [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: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A