Date of Award
Spring 5-2008
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership and Research
Committee Chair
Michael Ward
Committee Chair Department
Educational Leadership and School Counseling
Committee Member 2
David Lee
Committee Member 2 Department
Educational Leadership and School Counseling
Committee Member 3
James T. Johnson
Committee Member 4
Gary Peters
Abstract
The study analyzed student achievement in various school sizes and teachers' perceptions of relationships and interactions with colleagues, students, and parents depending on the size of the school in which teachers work. The purpose was to assist school leaders when they are faced with decisions about school size.
Simple linear regression was used to analyze the relationship of achievement and school size of fourth-grade students. The variables mathematics achievement and size and language arts achievement and size were positively correlated. These findings suggest that as the size of a school increases, achievement increases. After holding the variables socioeconomic status and race constant, the negative correlation was found between mathematics achievement and size, suggesting that as the size of a school decreases, achievement increases.
The means of the levels of teachers' perceptions in large schools and small schools were compared using an independent t test. Two significant differences were found between teachers' perceptions of relationships and interactions with colleagues, students, and parents.
Copyright
2008, Frances Irene Dearman
Recommended Citation
Dearman, Frances Irene, "Student Achievement and Teacher Perception in Small Schools and Large Schools" (2008). Dissertations. 1182.
https://aquila.usm.edu/dissertations/1182
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons