Date of Award

12-2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

Committee Chair

David Lee

Committee Chair Department

Educational Leadership and School Counseling

Committee Member 2

J.T. Johnson

Committee Member 2 Department

Educational Studies and Research

Committee Member 3

Rose McNeese

Committee Member 3 Department

Educational Leadership and School Counseling

Committee Member 4

Luke Stedrak

Abstract

The purpose of this research was to assess administrators and teachers’ perceptions of key components of the School Improvement Grant (SIG). This study explores whether or not administrators and teachers believe the SIG’s key components have a positive impact on school improvement.

The participants for this study were drawn exclusively from five of the eighteen SIG schools that received the School Improvement Grant in Mississippi. All of the teachers and administrators at each school were invited to participate in the study. A total of 97 educators participated in the study, 22 administrators and 75 teachers.

The findings from this research revealed that in the state of Mississippi administrators and teachers’ views align with current research regarding effective school leadership, parental involvement, professional learning community and professional development, extended learning time, and data driven decisions. However, there were significant differences among the perceptions in some areas. One area that produced a significant difference based on statistical analysis was the administrators and teachers’ perceptions of an effective school leader. Another area that produced a significant difference was the administrators and teachers’ perceptions of the effects of a professional learning community and professional development on student achievement. Both groups had high perceptions, but administrators’ perceptions were much higher than teachers. The last hypothesis that produced significant difference based on statistical analysis was the perceptions of administrators and teachers on the effects of making data driven decisions on student achievement. For each hypothesis, although each hypothesis revealed a significance difference, administrators and teacher had high perceptions, but administrators were much higher than teachers.

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