Date of Award

Fall 12-2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

David E. Lee

Committee Chair School

Education

Committee Member 2

Sharon Rouse

Committee Member 2 School

Education

Committee Member 3

Kyna Shelley

Committee Member 3 School

Education

Committee Member 4

Richard Mohn

Committee Member 4 School

Education

Abstract

The focus of this study was to measure Mississippi teacher’s perspectives as identified in the Teacher’s Perspectives on Danielson’s Framework for Teaching (TPDFT) instrument. This quantitative study investigated whether or not statistically significant differences existed between domains as identified in the TPDFT, and if these findings differed statistically as a function of years of teaching experience, type of Mississippi teaching certification, and degree of professional trust. A 36-item survey instrument based on the 2013 version of Charlotte Danielson’s Framework for Teaching was developed. This survey was piloted and distributed to obtain quantitative data to assess teacher’s perspectives on Danielson’s Framework for Teaching. A 5-point scale ranging from 1 (not important at all) to 5 (very important) was used. To test the hypotheses of this study, descriptive statistics were analyzed, and a repeated measures analysis of variance (RM-ANOVA) and multiple linear regressions were utilized to determine statistical significance. The results of this study revealed statistically significant differences between area domains as well as the area of professional trust. Linear regressions failed to provide evidence to support the research hypothesis that domains differ based on teachers’ years of teaching experience or type of Mississippi teaching certification.

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