Show simple item record

dc.contributor.advisorMyers, Samuel S.
dc.contributor.advisorSmith, Michael W. (Michael William), 1954-
dc.creatorSingh, Janett
dc.date.accessioned2020-11-02T15:11:08Z
dc.date.available2020-11-02T15:11:08Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2398
dc.description.abstractThis was a single case qualitative study designed to investigate instructional leaders’ perceptions of the impact teacher quality has on students’ performance. Over the past three decades, various stakeholders have expressed concern regarding teacher quality as it relates to students’ performance. Therefore, there is an urgent need for quality teachers at all levels of the education system. This study was significant as it sought to add new information to the body of existing literature on the growing phenomenon of quality education by exploring the perceptions of instructional leaders on teacher quality and its impact on students’ performance. The main thrust is for quality teachers and quality teaching and a more robust education sector. Multiple forms of data collection were used and significant time was spent in the natural setting gathering information. Primary forms of data collection were interviews, observation and the examination of artifacts. In order to code the data, they were first divided into content unit which was coded in terms of the quality of effective teaching. Thus, content unit was used to analyze the data. As the researcher explored the perceptions of the instructional leaders on elements of teacher quality and students’ performance it became evident that there was no single element that constitute teacher quality. The researcher recommended that practice be data driven, bringing information based on elements of teacher quality and self- efficacy in particular to bear on instructional strategies. TEACHER QUALITY AND STUDENTS’ PERFORMANCE i Key terms: teacher quality, instructional leaders, self- efficacy, student performance.
dc.format.extent150 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Leadership
dc.subjectInstructional Leaders
dc.subjectSelf-efficacy
dc.subjectStudent Performance
dc.subjectTeacher Quality
dc.titleTHE PERCEPTIONS OF INSTRUCTIONAL LEADERS ON TEACHER QUALITY AND ITS IMPACT ON STUDENTS’ PERFORMANCE
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberLaurence, Janice H.
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2380
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-02T15:11:08Z


Files in this item

Thumbnail
Name:
Singh_temple_0225E_13082.pdf
Size:
1.482Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record