Title

The Relationships Between Teacher Characteristics, School Characteristics, and Allied Health Student Achievement In Mississippi

Date of Award

2006

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

David E. Lee

Advisor Department

Educational Leadership and School Counseling

Abstract

This study looked at the relationships between a set of teacher characteristics and school characteristics, both independently and as a group, and Allied Health student achievement in the state of Mississippi. Teacher and school characteristics were measured by data from teacher surveys. Student achievement was measured by the 2005 Mississippi Curriculum Planning and Assessment System (CPAS) occupation-specific test. A multiple linear regression analysis was conducted on the variables. The results of this study showed that teaching experience, nursing experience, teacher training in CPAS test writing, teacher National Board Certification, and school screening procedures showed no statistical significance in predicting student achievement scores. The only variable that showed a positive relationship to student CPAS scores was the degree level of the teacher. Students whose teachers held bachelor's, specialist's, and doctoral degrees held the highest scores on the CPAS assessment, with bachelor's degrees making the greatest impact on student achievement. These findings were consistent with research in career and technical education which suggests that teachers need a minimum of a bachelor's degree to ensure adequate pedagogical training.