- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- Teachers' perceptions of principal's instructional supervision, teacher motivation, and the effects of incentives as they affect achievement test scores over a two-year period of time: 1986-1988, 1989
- Creator:
- DuBose-Curry, Brenda K.
- Date of Original:
- 1989-07-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- Purpose The purpose of this study was to analyze student achievement with respect to teachers' perceptions of the principal's instructional supervision, teacher motivation, and the effects of incentives given to students by teachers and the principal in order to determine whether there was a relationship between these factors and the achievement obtained. Methods and Procedures Ten elementary schools were randomly selected from the Atlanta Public School System. All schools in the random selection had 92 percent to 99 percent of their students on free or reduced lunch status. Fifty-two teachers from 10 schools were randomly selected to participate in the study by completing an instrument which was developed for this study. The instrument was composed of 30 questions concentrating on the teachers' perceptions of the principal's instructional supervision, teacher motivation and the effects of incentives on achievement. Achievement was measure with the Iowa Test of Basic Skills. The study used reading and math grade equivalent scores and reading and math gains. Six (6) null hypotheses were tested by using the SPSS-X (Statistical Package for Social Sciences) and included descriptive statistics and t-tests to determine between-group differences. Throughout the analysis, the .05 significance was used to test the null hypotheses. Results The results focused on the relationship between teachers' perceptions of the principal's instructional supervision, teacher motivation, the effects of learning incentives, and math and reading grade equivalents. Higher grade equivalents were associated with teachers' perceptions of high principal instructional supervision, high teacher motivation, and high perceptions of the effects of a structured learning incentive program. Notwithstanding, significance tended to appear for 1986 and 1987. This significance was not consistent across years and categories. Also, only one gain was borderline significant Thus, the impact of principal instructional supervision, teacher motivation, and learning incentives on reading and math grade equivalents received partial support. Conclusion In the present study, it is highly probable that some of the results arose because of the fact that the principal's instructional supervision was perceived differently by teachers, and there could have been other factors that influenced that perception. Hypotheses one, two, three, and four were accepted as there was no significant difference found between schools with low and high teacher perceptions of the principal's instructional supervision, teacher motivation, and the effects of incentives. Hypotheses five and six were rejected as they related to scores for high and low teacher perceptions.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1989_dubose_curry_brenda_k.pdf
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
