Keywords

Race to the top, professional opinions, educational leaders, teacher evaluation, teacher compensation, reform, high poverty, administrative, instructional, rttt, doctoral students

Abstract

This mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A researcher created survey and follow-up interview were utilized to gather both quantitative and qualitative data for analysis. Quantitative findings revealed that statistically significant differences in the opinions of educational leaders about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement existed between two types of professional classification (instructional or administrative). No statistically significant relationship was found between self-reported knowledge of the RTTT and opinions of the fairness of the RTTT teacher evaluation and compensation components. Also, no statistically significant difference was found in the professional opinions about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement when self-reported school poverty percentage was considered. From qualitative findings, themes emerged surrounding the uncertainty and lack of understanding about the RTTT grant’s implementation. Though this study provided baseline data on the opinions of educational leaders on the RTTT teacher evaluation and compensation components, there is still much to be learned about the RTTT grant.

Notes

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Graduation Date

2012

Semester

Summer

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Educational and Human Sciences

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0004633

URL

http://purl.fcla.edu/fcla/etd/CFE0004633

Language

English

Release Date

February 2014

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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