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ERIC Number: ED534723
Record Type: Non-Journal
Publication Date: 2011
Pages: 271
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1249-9329-4
Assessing Teaching Skills Linked to Student Achievement in Candidate Teachers during the Teacher Hiring Process
Fortner, Dale
ProQuest LLC, Ed.D. Dissertation, Walden University
The purpose of this project study was to assist school principals in hiring quality teachers by examining existing hiring processes and research-based criteria on teacher practices that influence student achievement. The superintendent in one school district identified a problem of low student achievement and high teacher turnover. The theoretical framework for the study was Bandura's social learning theory. The conceptual model draws from social learning theory and was predominately based on studies by Stronge and Hindman that identified essential teaching skills and qualities linked to student achievement. A key research question for this project asked what teaching skills linked to student achievement should be evaluated during the teacher hiring process. A mixed-method sequential explanatory research approach was used that included a survey of principals to gather perceptions of teaching indicators that their districts use in the teacher interview processes followed by a review and analysis of interview documents from the county's six school districts. The principals' survey required responses to questions about components of teacher assessment used during the interview process on a four point Likert scale. Descriptive survey data were compared to results of document analyses and indicated that few districts consistently evaluated candidates for teaching skills suggested in the literature to be important in enhancing student achievement. Results informed the project, an interview guide, which was developed to assist school officials in hiring teachers who possess skills that have been shown in the literature to improve student achievement. Implications for positive social change include improving teacher quality that has the potential to improve student achievement. [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