Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The purpose of the researcher was to investigate variables related to educators' comfort levels with classroom initiatives identified in the Quality Performance Accreditation document as demonstrated by philosophical support of the initiatives, knowledge and skills to support implementation of the initiatives, and capability to implement the initiatives. The independent variables were perceived degree of collegiality in building, willingness to try innovations, years of teaching experience, teaching assignment, knowledge and skills, and self-efficacy. The dependent variables investigated were scores from the following scales of the Educator's Comfort Level with Quality Performance Accreditation Classroom Initiatives: A Questionnaire (Appendix B): (a) Philosophical Issues -Teaching Strategies, Curriculum, Management, and Total: (b) Knowledge and Skills-Teaching Strategies, Curriculum, Management, and Total: and (c) Self-Efficacy-Teaching Strategies, Curriculum, Management, and Total. The sample consisted of 465 teachers (early childhood through 12th grade) employed by 18 school districts in southwest Kansas. Five composite null hypotheses were tested at the .05 level of significance employing three-way analysis of variance (general linear model). A total of 180 comparisons (plus 184 recurring comparisons) were tested. Of these, 56 were for main effects and 124 were for interactions. Of the 56 main effects, 31 were statistically Significant at the .05 level. Sixteen or the 31 significant main effects were involved in significant interactions. Of the 124 interactions, 11 were statistically significant at the .05 level.

Keywords

Education Administration

Advisor

Ed Stehno

Date of Award

Spring 1994

Document Type

Thesis - campus only access

Rights

© The Author(s)

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