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ERIC Number: ED529257
Record Type: Non-Journal
Publication Date: 2011
Pages: 203
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-9480-4
Accuracy of the TeacherInsight Online Perceiver Tool in Determining the Effectiveness of High Rated and Low Rated Math and Science New Hire Teachers following One Year and Three Years of Single School District Employment
Regan, Nicole A.
ProQuest LLC, Ed.D. Dissertation, University of Nebraska at Omaha
The purpose of this study is to explore the accuracy of the TeacherInsight online perceiver tool (Gallup University, 2007) in determining the effectiveness of high rated (n =14) and low rated (n =36) math and science new hire teachers summative appraisal ratings, completed graduate coursework, and retention status following one year and three years of single school district employment. Using the TeacherInsight tool to recognize qualities of an effective teacher, the study compared other factors that contribute to teacher effectiveness as it pertains to the teacher retention rate, summative appraisal rating scores, and completed graduate coursework. The findings of this study show significance in the growth of teachers with a low TeacherInsight rating after three years of employment. While there was no significant difference for teachers with a high TeacherInsight rating in the performance domains of Planning and Preparation, and Instruction, these teachers did indicate significant growth in the Domain II, Classroom Environment, and Domain IV, Professional Responsibilities. Only teachers with a low TeacherInsight rating made a statistical difference in their participation of graduate coursework after three years with the district. Both groups of teachers maintained a consistent rate of retention in math and science which was higher than the research school district's overall average. There was no statistical difference between teachers with a high or a low TeacherInsight rating when compared to performance ratings after the first and third year of teaching. The study results support the advantages of professional development activities for teachers at the beginning years of employment. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A