Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

5-2015

Committee Chair or Co-Chairs

Pamela Scott

Committee Members

Bethany Flora, Don Good, Ryan Nivens

Abstract

The purpose of this quantitative correlational study was to determine whether there is a significant relationship between teacher perceptions of administrator leadership focus and student growth in reading and mathematics for elementary and middle schools in nine school systems located in northeast Tennessee during the 2012-2013 academic year. Specifically, this study was an analysis of the leadership focuses of trust and respect, collaboration, shared leadership, data use and analysis. All data were collected through public online databases. Teacher perceptions of administrator leadership focus were gathered from the Tennessee Teaching, Empowering, Leading, and Learning (TELL) Survey and data on student growth in reading and mathematics was collected from Tennessee Value-Added Assessment System (TVAAS). The analysis of data was constructed from 75 schools in nine school districts located in northeast Tennessee that educate students in any grade spans ranging from fourth to eighth grades.

The research revealed that the relationship between teacher perception of administrator leadership focus in the areas of trust and respect, shared leadership, and data use and analysis and student growth in both reading and mathematics were not statically significant. Additionally, The results of the correlations for teacher perception of leadership providing opportunities for collaboration and student growth in reading and mathematics yielded different results. There was not a significant relationship between teacher perception of leadership providing opportunities for collaboration and student growth in reading. However, there was a significant relationship between teacher’s perception of leadership providing opportunities for collaboration and student growth in mathematics.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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