The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators

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dc.contributor.authorSullivan, Molly Lynnen
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberKelly, Michael D.en
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.committeememberPinello, Craig Stevenen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2018-09-22T06:00:29Zen
dc.date.available2018-09-22T06:00:29Zen
dc.date.issued2017-03-30en
dc.description.abstractThe purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators. This study considered Approach-Avoidance Motivation as part of the conceptual framework guiding the research. Approach-avoidance motivation refers to a person's approach of tasks that are pleasant or enjoyable and avoidance of tasks that are disliked or not enjoyable. This research sought to answer the questions: 1. What is the academic background in mathematics of elementary school administrators? 2. What is the attitude toward mathematics of elementary school administrators? 3. What is the frequency of classroom observations of mathematics lessons by elementary school administrators? 4. What, if any, is the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators? The participants in this study included elementary school principals and assistant principals in one school division in Virginia. Data were collected to investigate the mathematics background, attitude toward mathematics, and frequency of classroom observations of mathematics lessons by elementary school administrators. This study also examined the possible relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons. The attitude toward mathematics, including related mathematics anxiety, was found to have no relationship with the frequency of both formal and informal classroom observations of mathematics lessons conducted. The sample population data indicated positive attitudes toward mathematics and low levels of mathematics anxiety, which conflicts with some previous research (Dorward and Hadley, 2011; Hembree, 1990). The mathematics background of participants was found to be limited in the number of mathematics courses completed and teaching licensure endorsements specific to mathematics instruction. The findings provide educational leaders with relevant research related to attitude toward mathematics and the instructional leadership practice of observing mathematics classrooms. Central office and school leaders could benefit from explicit expectations relating to the observation of mathematics lessons in schools.en
dc.description.abstractgeneralThe purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators. This study considered aspects of avoidance theory as part of the conceptual framework guiding the research. Approach-avoidance motivation refers to a person’s approach of tasks that are pleasant or enjoyable and avoidance of tasks that are disliked or not enjoyable. Elementary school principals and assistant principals in one school division in Virginia participated in this study. Data were collected to investigate the mathematics background, attitude toward mathematics, and frequency of classroom observations of mathematics lessons by elementary school administrators. This study also examined the possible relationship between the attitude toward mathematics, including related mathematics anxiety, and classroom observations of mathematics lessons. The attitude toward mathematics, including related mathematics anxiety, was found to have no relationship with the frequency of classroom observations of mathematics lessons conducted. The study data indicated positive attitudes toward mathematics and low levels of mathematics anxiety in study participants, which conflicts with some previous research (Dorward & Hadley, 2011; Hembree, 1990). The mathematics background of participants was found to be limited in the number of mathematics courses completed and license endorsements specific to mathematics teaching. The findings provide educational leaders with relevant research related to attitude toward mathematics and the instructional leadership practice of observing mathematics classrooms. Central office and school leaders could benefit from explicit expectations relating to the observation of mathematics lessons in schools.en
dc.description.degreeEd. D.en
dc.format.mediumETDen
dc.identifier.othervt_gsexam:9869en
dc.identifier.urihttp://hdl.handle.net/10919/85103en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectMathematics Attitudeen
dc.subjectMathematics Anxietyen
dc.subjectElementary Principal Leadership and Mathematicsen
dc.subjectPrincipal Observations and Feedbacken
dc.subjectelementary teachers and mathematics anxietyen
dc.titleThe Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administratorsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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