Date of Award

Summer 2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Dr. Kyna Shelley

Committee Chair School

Education

Committee Member 2

Dr. David E. Lee

Committee Member 2 School

Education

Committee Member 3

Dr. Thomas Lipscomb

Committee Member 3 School

Education

Committee Member 4

Dr. Richard S. Mohn

Committee Member 4 School

Education

Abstract

This quantitative study focused on determining the amount of influencing pressure principals encountered during summative teacher evaluations, determining if there was a relationship between the pressures a principal experienced while completing a summative teacher evaluation and the summative evaluation score teachers received, and determining if there was a relationship between teacher evaluation scores and district accountability levels. A survey instrument was created containing 23 possible influencing pressures derived from a literature review along with 14 items for the purpose of collecting demographic data from each participant. The survey instrument used a horizontal numeric scale to measure the amount of influencing pressure the principal encountered during summative teacher evaluation.

The sample used in this study was taken from school districts in Mississippi, where the superintendent gave permission to the researcher to do research. Teacher evaluation scores were collected from the Mississippi Comprehensive Automated Performance-Based System used by the Office of Federal Programs at the department of education. The scores were part of the public-school level Federal Programs plan.

The frequency, mean, and standard deviation were calculated for each influencing pressure to determine the degree to which principals encountered each pressure. A multiple linear regression analysis was completed to determine the relationship between the influencing pressures principals encountered while completing summative teacher evaluations and summative teacher evaluation scores. A one-way ANOVA was used to determine if a relationship between teacher evaluation scores and district accountability levels exist. The results of the study show that principals feel the most pressure in regards to having an impact on student achievement and growth. Furthermore, the study revealed no relationship between the pressures principals rated and teacher summative evaluation scores. The study also indicated no relationship between teacher evaluation scores considered effective and the accountability level of a school district. The benefits of this study include providing a better understanding of teacher evaluation and the influences that determine the effectiveness of a teacher and the relationship between the effectiveness of teachers and district accountability levels.

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