Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2013

Committee Chair or Co-Chairs

Virginia Foley

Committee Members

Eric Glover, Don Good, Aimee Govett

Abstract

The purpose of this quantitative study was to investigate whether an administrators’ professional teaching background and years of administrative experience influence their perceptions of the opportunities and challenges they face guiding the improvement of teaching and learning. Specifically this research analyzed administrators’ perceptions of level of stress, respect among colleagues and school community, professional development, student achievement, and assessment and evaluation. Participants in this study consisted of Tennessee and North Carolina principals, assistant principals, and associate principals within a 60 mile radius of the East Tennessee State University campus. Data were collected through an online survey system, Survey Monkey. The survey was distributed to 274 administrators that resulted in a 44.5% response rate with 122 administrators completing the survey. Sixteen questions from the survey were measured on a 5-point Likert scale. The results concluded that administrators’ teaching backgrounds and years of administrative experience had no significant effect on their perceptions of level of stress, respect among colleagues and school community, professional development, student achievement, and assessment and evaluation.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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