Defense Date

2005

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Teacher Education

First Advisor

Dr. Michael D. Davis

Abstract

This study investigated teacher supervision methods in the Commonwealth of Virginia in the absence of state mandated requirements. The literature supports the use of formative and summative feedback, multiple data sources and methods, collaboration between teacher and supervisor, professional growth goals linked to school improvement, and measures of student learning.A web-based questionnaire was used to survey 229 public elementary school teachers across Virginia regarding which teacher supervision methods are used, teacher perception toward those methods, and whether teacher perceptions vary with the method, supervisor's leadership style, or teacher characteristics. The data suggest that a majority of school division supervision programs in Virginia used formative and summative methods with an emphasis on formative, and multiple data sources that measures of student learning and standardized test scores. A majority of supervision programs also emphasize collaboration between supervisor and teacher, and individual professional growth goals. Weak to moderate correlations and significant differences were found between measures of the dependent variable, teacher perceptions of supervision, and measures of the independent variable, method of supervision and aspects of the supervisor's leadership style.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

June 2008

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