Browsing by Subject "Teachers -- Job satisfaction"
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Item A comparative study using selected characteristicsof four-day week schools and five-day week schools in rural New Mexico(Texas Tech University, 1990-05) Richards, R. L.This study was a comparative study using selected characteristics of four-day week schools and five-day week schools in rural New Mexico. In recent years, reform efforts have called for an increase in the number of school days per year. However, little research has been done about the comparisons of four-day and five-day week schools. This study contributed to the research concerning student achievement and variable school calendars. The purpose of the study was to compare student achievement, student satisfaction, and faculty satisfaction in K-12 rural four-day and five-day New Mexico school districts. All school districts in the study had enrollments of 400 average daily membership or less. Student achievement was analyzed over an eight-year period. Student and faculty member satisfaction was correlated with 1989 student achievement. Several analyses were used to compare the variables. Student achievement in small rural schools was analyzed by a three-way ANOVA using grade level, days per week, and the Comprehensive Test of Basic Skills (CTBS) scores as variables. The 1989 CTBS scores were compared to student and faculty satisfaction, as measured by-the National Association of Secondary School Principal's (NASSP) Comprehensive Assessment of School Environments, using multiple regression techniques. Using discriminant analysis, student satisfaction and student achievement also predicted the number of days per week that students were in school. The study indicated that CTBS scores of students in grades five and eight were significantly different (<0.05) between small rural four-day week schools and small rural five-day week schools in New Mexico. The four-day week student scores were significantly higher than the five-day week scores over an eight-year period. Indicators of student and faculty satisfaction, as determined by the NASSP Satisfaction Surveys, showed no significant correlation with CTBS scores for the 1989 school year. When predicting student membership in a four-day or five-day week school, the discriminant analysis technique was accurate approximately 66% of the time. As a result of this research, recommendations were made to study community and parental attitudes toward four-day week schools. Further research was also recommended concerning expenditures to improve direct instruction by four-day week schools.Item The effects of the Texas teacher appraisal system on the climate of six small school systems(Texas Tech University, 1989-08) Setliff, Ben FThis study was designed to determine teacher perceptions of the fairness and accuracy of the Texas Teacher Appraisal System (TTAS) and its effects on school climate in six school districts in North Central Texas. The research was to determine any change in school climate as it affected the professional staff of the six school districts during the first year of implementation of the TTAS. Any such change in climate was to be indicated by the CFK Climate Profile. This profile was part of a survey administered to teachers from al1 six school districts. A questionnaire was administered to participating teachers as part of the survey. This questionnaire was utilized to determine the perceptions of the participating teachers concerning the effects of the TTAS on the climate of their school. The data from both parts of the survey were compiled. Graphic representations of the survey data were then produced to be used during the interview phase of the study. Using the graphic data from the survey as a focus, teachers from the participating schools were interviewed. These interviews provided additional data concerning the effects of the TTAS on school climate in the participating schools. In this case study, 20 teachers were interviewed, and more than 400 teachers responded to the survey portion of the study. The survey was administered three times during the school year, which provided data from over 1200 surveys. The survey was administered prior to the start of school, after the first appraisal period, and after the final summative conference of the year. The data analysis revealed that teachers perceived the TTAS as being unfair and damaging to school climate. These negative perceptions progressively deepened during the course of the school year. Further, teachers perceived the damage to the school climate caused by the TTAS was negatively impacting working relationships in the school districts. These working relationships that were harmed Included relationships among the teachers in the district and relationships between teachers and administrators in the district.