Date of Award
Fall 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.
Copyright
2012, Willis Anthony Smith
Recommended Citation
Smith, Willis Anthony, "Administrators and Teachers' Perceptions of Key Components of the School Improvement Grant" (2012). Dissertations. 425.
https://aquila.usm.edu/dissertations/425
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons