dc.contributor.author	LeSure, Tonya A.
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	c.2022-2023	en_US
dc.date.accessioned	2023-06-28T17:37:41Z
dc.date.available	2023-06-28T17:37:41Z
dc.date.issued	2023-06-09
dc.identifier.other	72b383f5-ea48-4616-834e-9ac3e1e89dfe	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6772
dc.description.abstract	Due to the required amount of time, financial resources, and the potential effects of the evaluation on teacher performance and student learning outcomes, teacher perceptions and experiences with the Georgia TKES need to be examined. This quantitative non-experimental design study aimed to examine the perceptions and experiences of teachers with the Georgia TKES evaluation, considering factors such as time, financial resources, and potential effects on teacher performance and student learning outcomes. The purpose was to determine whether teachers have buy-in for a standards-based evaluation instrument that could potentially change their behavior. The study also explored whether there were any differences in perceptions based on teacher characteristics such as experience, grade level taught, and level of education. Data was collected from 347 respondents using the Teacher Survey of the Georgia TKES. The findings of the study indicated that gender had a significant effect on both perceived accuracy and perceived level of creativity, while grade level had a significant effect on perceived influence and perceived level of creativity. The interaction between the number of years certified as a teacher and educational level also had a significant effect on perceived level of creativity. Additionally, there were significant differences by the ratings for the TKES, TAPS, and SGP training on all three dependent variables. This study has the potential to provide new insights and findings that were not previously considered, which could lead to further opportunities for improving teacher performance.	en_US
dc.format.extent	1 electronic record (pdf), 858635 bytes, 184 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Educational leadership	en_US
dc.subject	Georgia	en_US
dc.subject	Education	en_US
dc.subject	Teachers	en_US
dc.title	Teacher Perceptions of the Georgia Teacher Evaluation Instrument and its Impact on Teacher Professional Growth	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James
dc.description.committee	Brockmeier, Lantry L.
dc.description.committee	Lairsey, John
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US