Classroom Observation, Self-Assessment of Efficacy, and Student Perceptions of Engagement as Predictors of Value-Added Scores

• Main Author: Blanchard, Leslie Davis
• Other Authors: Burnett, Michael
• Format: Others
• Language: en
• Published: LSU 2013
• Subjects: Human Resource Education Workforce Development
• Online Access: http://etd.lsu.edu/docs/available/etd-10082013-141119/

The purpose of this study was to determine which has the strongest correlation to student achievement as measured by value-added test scores: Principal Observations, Teachers Self-Efficacy Ratings, or Student Perceptions of Teacher Effectiveness. 68 teachers from a K-12 public school in the southeast region of the United States agreed to participate in the study. The Teachers Sense of Efficacy Scale (TSES) was utilized to measure the teachers in terms of their own reports of self efficacy. The School Improvement Model (SIM) of Iowa State University instruments were used to measure the students perceptions of teacher effectiveness. The Teacher Advancement Program (TAP) model observation protocol was used to measure the principals/supervisors observation scores. These three measures were run in a multiple regression correlation to determine which of the three was the strongest predictor of student outcomes. An analysis of Pearsons Moment Correlation among all three variables revealed that the principal observation scores were the only statistically significantly correlated measures that could be inferred to have any predictive impact on student achievement as measured by Value Added Scores.