Assessing School-Based Factors That Facilitate Teacher Professional Growth
Cameron, Jean Speer
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https://hdl.handle.net/2142/69047
Description
Title
Assessing School-Based Factors That Facilitate Teacher Professional Growth
Author(s)
Cameron, Jean Speer
Issue Date
1986
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Abstract
Though staff development is a key factor in achieving school improvement, the efforts of building principals or district administrators in implementing growth activities for a tenured staff of teachers have often not been effective. Yet research indicates that teacher professional growth seems to occur within a school where the presence of certain factors has created a point of view that is conducive to change. These factors are associated with the relationship established between the principal and the teachers and the role assumed by the principal and the teachers. If the presence of these factors could be measured from the perspective of the teachers and the principal, the principal could work with the teachers to make adjustments in relationships and roles to facilitate growth and change.
For this research project an assessment instrument was developed to attempt to measure the presence of the factors that seem to facilitate teacher professional growth. Teachers and principals from nine schools in five suburban school districts participated in the refinement of the assessment instrument. Interviews were also conducted with central office administrators and principals to determine the staff development status of the district as evidenced by policy, budget, contract, and administrative support.
The assessment instrument developed for the research project discriminated between the schools in the sample and provided a profile of each school on the factors that seem to facilitate teacher professional growth. The internal consistency of the items on the assessment instrument was analyzed and refinements were made in the instrument. The revised form of the instrument could be used by a building principal to determine what relationships and roles need to be adjusted to facilitate teacher professional growth.
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