Advisor(s) - Committee Chair
Ric Keaster (Director), Gary Houchens, Michael Putnam, Jerry Ralston
Educational Leadership Doctoral Program
Doctor of Education
The primary purpose of this study was to identify the changes concerning teachers’ perceptions of working conditions within Kentucky’s District 180 Priority Schools. The District 180 Priority Schools comprises of 41 secondary schools that ranked in the bottom fifth percentile on the Kentucky School Report Card. Schools were divided into two categories, static or improving, based upon student achievement changes from 2009 until 2013. The study utilized results from the 2011 and 2013 TELL Kentucky Survey to determine whether changes in teachers’ perceptions of working conditions were statistically significant from 2011 to 2013 in the areas of instructional time, availability of facilities and resources, community support and involvement, student conduct, teacher leadership, school leadership, professional development, and instructional practices and support. This quantitative study used a one-way ANOVA to identify changes over time within groups and between groups. Results indicate that teachers’ perceptions in static schools did not change significantly; however, changes in teachers’ perceptions in improving schools were statistically significant.
Education | Educational Assessment, Evaluation, and Research | Educational Leadership
Allen, Amy Bryant, "Teachers' Perceptions of Working Conditions: The Difference Between Static and Improving Schools in Kentucky" (2014). Dissertations. Paper 62.