Term of Award
Spring 2021
Degree Name
Doctor of Education (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
College of Education
Committee Chair
Paul Brinson
Committee Member 1
Carl Sorgen
Committee Member 2
Antonio Gutierrez De Blume
Abstract
As the United States becomes more diverse, more schools qualify for Title I funds, and teacher attrition is an ongoing issue, it is important to identify the teachers who may be most effective in increasing student achievement. The researcher interviewed ten veteran school leaders in Title I schools and asked questions related to their perceptions and experiences in working with effective teachers. The common behaviors and dispositions of effective teachers in Title I schools were identified and this information may positively impact teacher preparation programs, educator hiring practices, and professional learning.
This study’s findings indicated that school leaders in Title I schools believe that the common behaviors of effective teachers are: respecting and celebrating the diversity and cultures of their students; creating and implementing instructional activities that are authentic and differentiated; employing assessment practices that are fair and consistent; being responsive to students’ needs; treating all students fairly and providing clear, consistent expectations; building trust and positive relationships with students; and developing healthy and communicative partnerships with school stakeholders.
Additionally, this study’s findings promoted that school leaders perceive that the common dispositions of effective teachers in Title I schools are: caring for, valuing, and respecting all school stakeholders; showing compassion for students and their families; being committed to improving instruction; helping students to set goals and believe that they can achieve them; maintaining integrity, honesty, and displaying professionalism through their words and actions; and continually learning and improving in an effort to increase student success.
OCLC Number
1249438548
Catalog Permalink
https://galileo-georgiasouthern.primo.exlibrisgroup.com/permalink/01GALI_GASOUTH/1r4bu70/alma9916441249902950
Recommended Citation
Phipps, Kacie, "School Leaders' Perceptions Of Effective Teachers In Title I Schools" (2021). Electronic Theses and Dissertations. 2207.
https://digitalcommons.georgiasouthern.edu/etd/2207
Research Data and Supplementary Material
No
