Date of Graduation
5-2018
Document Type
Dissertation
Degree Name
Doctor of Education in Adult and Lifelong Learning (EdD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Kacirek, Kit
Committee Member
Mamiseishvili, Ketevan
Second Committee Member
Smith, Marcia S.
Third Committee Member
Miller, Michael T.
Keywords
Administrator; Arkansas; Evaluation; Instructional Leadership; Professional Development; Teacher
Abstract
The purpose of this study was to investigate differences in Arkansas teachers’ and building-level administrators’ perceptions regarding the purpose of the Arkansas TESS teacher evaluation system, whether TESS authentically assesses teacher effectiveness, how teacher evaluation data are used, and how the TESS process supports learner-centered professional development. Additionally, the relationship of teacher and administrator demographics on their perceptions of TESS was explored. The results of this study highlight the differences in perceptions in all areas questioned along with misalignment in perceptions among teachers. Overall, the study points toward the need for clear communication and the cultivation of relationships among building administrators and teachers.
Citation
Byford, A. L. (2018). Teacher and Administrator Perceptions of the Teacher Excellence and Support System (TESS) in Arkansas. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/2651
Included in
Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
