Date of Award

2016

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.

Department

Education

First Advisor

Dr. Rich Christen

LC Subjects

High school teachers; Teacher effectiveness

Abstract

The purpose of this qualitative study was to examine the perceptions of teachers regarding teacher quality. Specifically, this research study examined how the twelve high school teachers’ perceptions of teacher quality related to four research categories defining teacher quality: teacher qualifications, personal attributes, pedagogical practices, and teacher effectiveness. Specifically, this study sought to examine: 1) how perceptions of teacher quality in the private schools compared to those in the public schools; 2) how socio-economic demographics in schools affected the teachers’ perceptions of teacher quality; 3) how high school administrators evaluated teacher quality in the selected schools; and 4) how the teachers’ perceptions of teacher quality linked to the schools’ evaluation system systems.

Results of this study suggest that different types of teachers in various settings discussed teacher quality in similar ways. Teachers agreed that strong teacher student relationships, content mastery and relevance were keys to quality teaching. In addition, the socio-economic status of students influenced how teachers viewed teacher quality. Surprisingly, many teachers did not discuss the inter- relationships between content standards, pedagogical practices, and teacher effectiveness, and teachers’ perceptions of teacher quality measurements did not match measurements within their respective schools.

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