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Dissertations / Theses on the topic 'Teachers achievement'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Patrick, Angela Scott. "An examination of teacher workplace satisfaction and student achievement." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/angela_s_patrick/Patrick_Angela_S_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Barbara Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 139-154) and appendices.

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2

Otto, Thomas B. "A case study the influence of the Pennsylvania High School Coaching Initiative on the change of teachers' instructional practices and student achievement /." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/165.

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3

Burrell, David L. "Relationships Among Teachers' Efficacy, Teachers' Locus-of-control, and Student Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2646.

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The purpose of this study was to determine if teacher effectiveness, as measured by value-added gain scores on student achievement, was related to the teacher personality characteristics of efficacy and locus of control. The value-added mean gain scores for each teacher were correlated with teachers' scores on the Rand Corporation Efficacy Scale and the Rose and Medway Teacher Locus of Control Scale. A multiple regression analysis was used to determine if these teacher characteristics along with selected demographic variables could be used as good predictors of achievement gain. The population

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4

Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.

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Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs fro

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5

Williams, Brenielle. "Middle School Teachers' Perceptions About Reading Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5811.

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Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting fac

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6

Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the

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7

Hackett, Julie. "Exploring the Links among Professional Development, Teacher Performance, and Student Achievement: A Case Study." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HackettJ2005.pdf.

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8

Smith, Kenneth H. "The self-concept and verbal academic achievement of primary and secondary student teachers /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000222.

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9

Epps, Regina Ann. "Elementary Teachers' Self Efficacy for Improving Student Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4619.

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The local problem that prompted this study was declining student achievement scores in the 4th and 5th grades at a Title 1 elementary school in the southeastern U.S. As a result, school administrators initiated an environmental change from a self-contained classroom structure to departmentalization and team teaching for 4th and 5th grades. The purpose of the study was to investigate perspectives of teachers and administrators regarding their needs to address their own self-efficacy for improving student learning, and their perspectives of the team teaching and departmentalization processes in

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10

Sileo-Robinson, Lesley. "Volusia System For Empowering Teachers (VSET): Influence On Teacher Practice And Student Achievement." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5866.

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This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Te

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11

Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution.

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12

Chapman, James B. M. S. "Professional Treatment of Teachers and Student Academic Achievement." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30444.

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The effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organizat

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13

Moore, Patrice. "Teachers’ perceptions of factors that impact student achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3592.

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This study examined perceived student achievement and its relationship to teachers’ perceptions of data-driven instruction, student socioeconomic status, student demographics, and student behavior. The research design that was used in this study was a mixed method of a quantitative and qualitative approach. The quantitative data, through a Pearson r Correlation found that there was a stronger relationship to data-driven instruction and perceived student achievement than student socioeconomic status (SES) and perceived student achievement, student demographics and perceived student achievement,

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14

Womack, Janet Leigh. "The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?" Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/24821.

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Since the inception of No Child Left Behind, particularly in the past few years, teacher accountability is at the forefront of educational debate. Taking in to account the many facets of teacher accountability, student performance is nearly half of teacher evaluation systems. Considering the value of a quality teacher, one would logically presume that the teacher was present in the classroom to ensure student achievement. However, teacher absenteeism is an overlooked issue in today’s accountability system. The relative dearth of evidence and a practitioner’s lens of logical reason prompted an

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15

Preis, Stacey Placier Peggy. "Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6857.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.

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Warmack, Michael. "The effectiveness of teacher certification programs as measured by student achievement and teacher attrition." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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17

Jackson-Crossland, Barbara A. "The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.

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18

Aunchman, Donna Six. "An investigation of the relationship between an administrator's perceived effectiveness of a teacher and value-added assessment in elementary schools in the state of Florida /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1864966921&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.

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19

Reilly, Barry M. Lugg Elizabeth T. "Teacher compensation and student achievement the relationship between salaries & benefits and ISAT & PSAE composite scores /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197951&SrchMode=2&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216233095&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Elizabeth Lugg (chair), Joseph M. Pacha, Zeng Lin, Neil Sappington. Includes bibliographical references (leaves 163-170) and abstract. Also available in print.

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20

Lenhardt, Bradley J. "Teacher misassignment and student math achievement in Oregon public schools : a teacher- and school-level analysis /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153791.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 77-81). Also available for download via the World Wide Web; free to University of Oregon users.

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21

Fimbres, Ernest J. "Career ladder impact on student achievement and teacher characteristics." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184880.

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Current research on Career Ladder Teacher Incentive Plans indicates a need to go beyond the usual description of legislation, career ladder plans, teacher evaluation procedures and "intent" of the policymakers. This study uses a multivariate analysis of variance (MANOVA) to examine the interaction among teacher participation on a career ladder project, student achievement and teacher characteristics. Student achievement test scores over a two year period were analyzed. One group of students had teachers who participated for two years on a career ladder and the other group had teachers who did

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22

O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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23

Alrakaf, Saleh Mohammed A. "Identifying undergraduate pharmacy students’ achievement goals and their effects on academic achievement and teachers’ qualities." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/12549.

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The work for this thesis started with generic questions about achievement motivation and its application in pharmacy education settings. Questions like: what are pharmacy students’ preferred achievement goals? Are there any relationships between these achievement goals and academic performance? Is there any relationship between exam types and adopted achievement goals? Is student motivation in any way related to the qualities they value in their teachers? Such questions have guided this doctoral work since August 2010. For more than three decades, achievement goal theory has been one of the mo

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24

Veale, Martha. "Certification programs and their relationship to teacher preparedness and student academic achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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25

Thomas, David Anthony Education Faculty of Arts &amp Social Sciences UNSW. "What attributions do teachers ascribe to student academic achievement?" Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/42783.

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This study seeks to provide empirical evidence regarding teacher attributions of achievement for gifted students and those students not considered gifted. An examination is made of the extent to which teachers hold an entity or incremental theory of intelligence. It is also considered that the entity view of intelligence may be varied to come into line with the incremental approach. Concurrently, teacher attributions are examined to determine if there is a relationship between attributions for achievement and the gender of the student and teacher, the length of teaching experience, and the maj

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26

Chan, Wai-man Michelle. "Chinese teachers' judgment of academic achievement and social behaviors." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090549.

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27

陳惠敏 and Wai-man Michelle Chan. "Chinese teachers' judgment of academic achievement and social behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090549.

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28

Hartley, Melba Lynn. "The Effect of Teachers' Self-Esteem on Student Achievement." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278402/.

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The purpose of this study was to examine the effect of the level of teachers' self-esteem on student achievement. This study surveys and analyzes factors of teachers' self-esteem. Its results are based on (1) a review of the literature to develop an understanding of historical perspectives and research, (2) the factors involved in the development of self-esteem, (3) the role of the parents, and (4) the role of the teacher. Forty-three teachers of grades three and five in North Central Texas completed the Gordon Personal Profile-Inventoiy to assess their levels of self-esteem. Six teachers with

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29

Lewis, James Clayton. "Teachers' perceptions of computer technology's impact upon student achievement." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2289.

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The purpose of this study was to determine if computer technology is an effective tool for raising student achievement in education. Much of the related research indicated there is a pressing need for educators, at both the school site and district levels, to develop accurate assessment tools to accurately determine the most effective use of computers as it applies to instructional technology.

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30

Richardson, Antoine Rafael Reed Cynthia J. "An examination of teacher qualifications and student achievement in mathematics." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Richardson_Antoine_8.pdf.

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31

Eisenberg, Nicole Vivian. "The performance of teachers in Chilean public elementary schools exploring its relationship with teacher backgrounds and student achievements, and its distribution across schools and municipalities /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579171941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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32

Andrews, Jill Lambert. "Teacher certification, teaching style, and student achievement in Arizona charter schools." Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.

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33

Harp, Amy. "Eighth Grade Science Teacher Quality Variables and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33159/.

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While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science c

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34

Bogdon, Tara. "Achievement in the classroom what teachers can do to increase student learning and reduce achievement gaps /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bogdon_TMIT2010.pdf.

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35

Larsen, Peter Devon. "Teacher clarity as a critical variable in the training and evaluation of mathematics teachers, and as a variable associated with student achievement /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399024931.

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36

Stilwell, Terri R. "A study of the relationship between teacher qualifications and student achievement gains in accredited private Christian schools /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1543049461&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.

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37

Miller, Tiffany L. "Straddling the fence the relationship of elementary versus secondary certification on middle school teachers' beliefs, practices, and student achievement /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339131.

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38

Williams, Edward E. Jr. "Teachers' perceptions of principal leadership in relation to student achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2006. http://digitalcommons.auctr.edu/dissertations/AAI3258821.

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The purpose of this study was to examine fourth grade students' achievement in relation to teachers' perceptions of the principals' leadership behavior and other selected variables in a metropolitan Atlanta school district. Student achievement was measured by the differences in the percentage of students who met or exceeded expectations on the Georgia Criterion-Referenced Competency Tests (CRCT) during the 2004-05 and 2005-06 school years. The Profile for Assessment of Leadership (PAL) instrument was used to measure leadership behavior. It consisted of six competencies: instructional leadershi

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39

Parker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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40

Urdahl, Jill S. "Elementary teachers' perspective of parent involvement in children's academic achievement." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003urdahlj.pdf.

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41

Brown, Nelson. "Relationship Between Teachers' Concerns Toward Data Meetings and Student Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5057.

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Schools that employ data-driven instructional techniques and policies also tend to employ data meetings, in which teachers and other stakeholders exchange ideas, form agendas, and otherwise, apply data-derived insights that result in pedagogical action. The problem investigated in this study was that the local district has not yet measured the effectiveness of these data meetings. The purpose of this correlational study was to measure the relationship between teachers' concerns about data meetings and students' performance in math as measured by the change scores on the Standardized Test for t

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42

Connor, Denise Monifa. "Teachers' Perspectives of Low Student Achievement Within Social Promotion Practices." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5173.

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Researchers have reported the positive and negative effects of social promotion and retention. The problem at a large elementary school in the southeastern United States was inadequate achievement scores of 70% of socially promoted students in grades 3 through 5 on mandated state tests. The purpose of this case study was to explore the perspectives of teachers on social promotion, grade retention, and how to improve achievement in grades 3 through 5. Tomlinson's differentiated instruction was used as the conceptual framework. Twelve teachers from Grades 3 through 5, who had been at the school

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43

Walker, Christi Nelson. "Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4338.

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The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index and adequate yearly progress on the Mississippi Curriculum Test, 2nd Edition. The purpose of this study was to examine whether parents' and teachers' perspectives regarding parental involvement and student achievement differed at the school. Epstein's

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44

Braun, Gretchen Louise. "Prediction of K-5 Student Achievement Using Teaching Candidate Performance on the Teacher Work Sample: A Predictive Validity Study." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/2184.

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Peake, Jason Boone. "Relationships between student achievement and levels of computer technology integration by Texas agriscience teachers." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/475.

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The purpose of this study was to determine if agriscience teacher integration of instructional technology was related to student achievement. Knowledge of these correlations will assist teacher educators in offering more appropriate professional development opportunities for agriscience teachers. This information will also assist secondary schools in making decisions regarding technology purchases for agriscience departments. Instructional technology researchers have worked since the 1960s to gain a better understanding of the role that instructional technology plays in student achievement. Ma

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46

Tang, Lai-luen. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264550.

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47

Bates, Caroline. "Teachers' judgements of reading achievement : the influence of problem behaviour and the degree of teacher accuracy /." Title page, contents and introduction only, 1997. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb329.pdf.

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48

Nazri, Mohd Ibrahim. "Professional knowledge competency achievement of agricultural teachers with and without preservice teacher preparation in Peninsular Malaysia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424135467.

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Hunter, Janet. "Knowing and teaching: the impact of teachers’ knowledge on students’ early literacy achievement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1688.

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Children in rural and remote schools typically underperform in measures of literacy achievement (e.g., NAPLAN) from as early as year three. Data collected over time indicate that as children get older, the gap increases between those students who meet the national benchmarks and those who do not. Additionally, Indigenous children are overrepresented in this group of students who are underperforming in measures of literacy achievement. This study seeks to explore the conditions surrounding this phenomenon and to tease out the complexities present in rural and remote contexts that might contribu

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Shippy, Tanya L. "Relationships among teachers' pupil control ideology, teachers' pupil control behavior, student achievement, and self-regulating behaviors /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842582.

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