Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2008

Committee Chair or Co-Chairs

Jasmine R. Renner

Committee Members

Elizabeth Ralston, Eric S. Glover, James H. Lampley

Abstract

The purpose of this study was to determine if a relationship exists between teacher variables and the Tennessee Comprehensive Assessment Program (TCAP) student annual scores in reading and mathematics for students in grades 3 through 8 in Hamblen County, Tennessee. The teacher variables included number of days absent, Praxis II Principles of Learning and Teaching (PLT) scores, and years of experience. The population of the study was limited to 3rd- through 8th grade reading and mathematics teachers employed by the Hamblen County school district during the 2006-2007 school year. Raw scores from the 2006-2007 TCAP criterion-referenced assessment were used as the testing variable. A Pearson correlation coefficient was used to analyze teacher absenteeism. Praxis II PLT scores were grouped as above or below median scores and analyzed with an independent samples t test. Years of experience was defined by the state department of education as vested years of experience and grouped using an analysis of variance. Based on analysis of the findings, the relationship between teachers' days absent, Praxis II PLT scores, and years of experience and TCAP achievement annual scores in reading and mathematics for students in grades 3 through 8 in Hamblen County, Tennessee were not statistically significant.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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