Browsing by Author "Koonce, Glenn L."
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- An Analysis of Teacher Interview Questions and Practices Used by Middle School PrincipalsPerkins, Muriel Yvette (Virginia Tech, 1998-04-06)This paper is an analysis of the interview questions and practices of seven middle school principals from a large suburban city in southeastern Virginia. Data were collected from actual audio taped teacher interviews conducted by the principals and from a postteacher interview questionnaire sent via E-mail from the researcher to each principal. This qualitative research was undertaken to serve as a benchmark for present practices used in the city and to determine if training in personnel selection is necessary for principals. Data collected were analyzed using descriptive statistics devised by the researcher and her dissertation committee members. Frequencies were used to present quantitative data. While all interview questions were labeled according to both content and category, the mean for interrater reliability was computed for category only and was found to be 0.94 overall, which was deemed acceptable by the researcher. Major study findings indicated that principals do use some components of a structured interview but lack the training to fully utilize this as a selection method. Most principals indicated that they had never received any formal training on conducting either a structured or unstructured interview. Demographic characteristics (i.e., experience as principal, age, race, and gender) showed no differences in types of questions asked or practices used. Interview questions were coded and grouped according to the following six categories: factual knowledge, cognitive ability, role play, problem-solving, synthesis, and professional opinion. Of the 844 questions asked by all principals, 365 (43%) were coded as factual knowledge and almost none required role play or synthesis. There was great variation in the time spent in each interview, ranging from 8 to 40 minutes. Analysis did not show significant differences in the questions asked of those hired compared to those not hired. Results of this study suggest that the school system needs to provide training to principals and evaluate their skills on an on-going basis to be sure that the best employees are being selected by principals.
- Analysis of the Reliability and Validity of a Mentor’s Assessment for Principal InternsKelly, Michael D. (2014-10-01)In this study, researchers analyzed the reliability and validity of the mentor’s assessment for principal internships at a university in the Southeast region of the United States. The results of the study yielded how trustworthy and dependable the instrument is and the effectiveness of the instrument in the current principal preparation program. Study results were analyzed using reliability requirements for instruments utilized in obtaining national accreditation and to provide suggestions for program improvement. The instrument was reviewed by a panel of experts from areas outside of the research population to establish content and face validity. Internal consistency and reliability were measured using Cronbach’s alpha. A total of 229 candidate internship scores were used. The reliability test resulted in an overall alpha of .949. The results obtained in this study indicate the instrument has a very high level of validity as well as reliability.
- The effects of a structured wellness program on physical and mental well-being of public school teachers and staff membersKoonce, Glenn L. (Virginia Tech, 1986-06-01)This study was conducted to investigate the effects of a four component worksite wellness program on elementary public school teachers and staff members. Fifty-nine volunteers from one elementary school were divided into two groups depending on their availability for participation in either a fall or spring twelve week wellness program. The four intervention components were aerobics, health-related seminars, health-related pamphlets and handouts, and the Governor's (Virginia) Physical Fitness Award Program for School Personnel. The dependent variable measures for mental well-being included: the General Well-Being Schedule; the Trait Anxiety Subscale of the State-Trait Anxiety Inventory; and the Brayfield and Rothe Job Satisfaction Index. The following physiological measures were recorded for physical well-being: resting blood pressure, resting heart rate, and skinfold calibrations. Treatment effects were analyzed by t-test for significant differences. The alpha was set at the .05 level. The effects of treatment delayed was determined by frequency counts and cross-tabulation. There were no statistically significant differences found for any mental well-being measure. Lack of statistically Significant differences were also indicated for resting heart rate recordings and skinfold calibrations. There was a statistically significant difference in systolic (t= -2.01, p> .05) and diastolic (t= -2.01, p> .05) blood pressure measurements. This difference is perceived to be attributed to the training effect found in the aerobex component of the treatment. Lack of statistically significant findings obstructed the opportunity to replicate conclusive findings. The statistically significant differences found for resting blood pressure measurements failed to achieve the same statue in the replication. Participation in treatment activities twelve weeks following extinction failed to meet the paradigm established, but the results indicated almost half (47.3%) of the participants from Group 1 were still involved in wellness activities three months after their program ended. Although most of the dependent measures failed to achieve statistically significant outcomes, it was concluded from the literature review and documented empirical research that the rationale for implementing wellness programs at the worksite is a prudent endeavor. It is recommended that the treatment be more comprehensive and activity oriented, the dependent variable measures be more sensitive to treatment effect, and that the time span for intervention be expanded.
- Enhancing Teacher Performance: A Toolbox of Strategies to Facilitate Moving Behavior from Problematic to Good and from Good to GreatSelig, W. George; Grooms, Linda D.; Arroyo, Alan A.; Kelly, Michael D.; Koonce, Glenn L.; Clark, Herman D. Jr. (Rowman & Littlefield, 2016-04-08)Exemplary schools have at their core outstanding principals and teachers. This book enables school leaders to enhance teacher performance to move from problematic to good or better yet, from good to great.
- An Evaluation of the Chesapeake Public Schools Employment ProgramSykes, Randolph Jr. (Virginia Tech, 1998-12-11)The purpose of this study was to evaluate the Employment Plus Program in the Chesapeake(VA)Public Schools by determining the extent to which the program was effective in achieving its goals. Six questions were addressed: (1) What proportion of the students completed in each year between 1991 and 1997 all five parts of the GED test at a passing level? (2) To what extent did the program change the behavior of the students? (3) What pre-employment skills of the students were developed as a result of participation in the program? (4) What employment skills of the students were developed as a result of participation in the program? (5) What basic living skills of the students improved as a result of participation in the program? (6) To what extent did the program provide hope for the students to graduate in the Employment Plus Program? Except for the data on the first question-- the propor- tion of students passing the GED between 1991-97, forty randomly selected students (50 percent) from the 1993-94 school year were the focus of this study. This was the first year that the program was in all five high schools in the school division. Data were obtained through teacher, student, and employer interviews and through a review of written program materials. Data were analyzed thematically and findings were shared through tables and narrative summaries. The researcher reported the Employment Plus Program findings to be (in order of importance): 71.6 percent of the students passed the GED in the years 1991-97, only two students were dismissed for discipline infractions in 1993- 94, four of the Employment Plus students that started working in 1993-94 are still working in the same job today. In the years 1991 through 1996, progress has been made in the number of students obtaining their GED. One year, 1996-97, showed a regression of students obtaining their GED. The researcher concluded as a result of the findings that the Employment Plus Program is meeting the majority of the stated goals. The 1993-94 baseline data should be used for future comparisons. Variables which affect the Employment Plus Program that could be manipulated to increase the number of students in obtaining their GED would be to improve upon the student truancy and drop-out rates. Educators should use this information to continue to help the students obtain their GED in the future.
- Validation of the Satisfaction with Participation in Decision Making QuestionnaireCopeland, Saundra Sellars Jr. (Virginia Tech, 1998-05-04)There has been limited research regarding teachers' opinions about their involvement in school decision making. A critical step missing in the research is the development of instruments to assess teachers' perceptions of their actual and desired levels of involvement. With the wide spread use of site-based management, shared decision making, participatory management and teacher empowerment, it is important to study teachers' involvement. The purpose of this study was to design an instrument to measure teachers' satisfaction with their involvement in school decision making. A review of the literature was used to identify issues to be considered for instrument development. Four domains were formulated for the Satisfaction with Participation in Decision Making Questionnaire (SPDMQ): (1) Involvement in the Operation of the School; (2) Involvement in Establishing Curriculum and Instructional Techniques; (3) Teacher Development, Evaluation, and Work Allocation, and (4) Involvement in Establishing Student Teacher Relationships. There are five questions included in each domain, for a total of 20 questions. Each question measures a desired level of involvement and a perceived actual level of involvement in school decision making. To measure content and construct validity, a total of three draft instruments were administered to doctoral students, school administrators, teachers, and other educators. The population selected to validate the instrument consisted of all teachers in five elementary schools from two different school districts in the Hampton Roads area. Two schools were selected from a district that currently implements site-based management programs, and three schools were selected from a district that implements little or no site- based management. A total of 168 teachers completed the SPDMQ. The treatment of data included several statistical routines including chi-square, Cronbach's alpha, t-tests, and correlations. The results of administration of the SPDMQ indicated that teachers in site-based schools reported more involvement in decision making but were not significantly more satisfied with their involvement. This instrument may be used by principals as a needs assessment to determine how much and in what areas teachers want to be involved in school decision making.