Teachers' Perceived Institutional Expectations And Correlates Of Teacher Effectiveness

Date of Award




Degree Name

Doctor of Philosophy (Ph.D.)




Although recent teacher effectiveness research has uncovered relationships between specific classroom processes and student outcomes, the problems of defining good teaching and identifying its necessary conditions persist in education. A partial answer to the question of what determines teacher effectiveness was sought by analyzing the relationships between teacher's subjective beliefs pertaining to their role perceptions and three conceptualized correlates of teacher effectiveness: (1) teacher job motivation, (2) teacher performance, and (3) student satisfaction.The teacher effectiveness model which provided the conceptual framework for the study was formulated on the bases of Porter and Lawler's expectancy theory of motivation and the existing evidence about the motivation of teachers. It rested on the postulation that teachers' role perceptions, or their beliefs about expected educational goal attainment and the value attached to the same goals, play a determining role in the motivational process of teachers. In addition to teachers' perceived institutional expectations and goal valence, the interactive model identified the organizational climate as major determinants of teacher effectiveness.Findings. Although the correlation coefficients describing the relationships among teacher job motivation, teacher performance, and student satisfaction did not consistently reach significance levels, multiple regression analysis yielded several significant relationships between independent and dependent variables, as evidenced by F values ranging from (1) 2.88 to 4.99 in the case of teacher job motivation (p < .05, R('2) = .21 to .34), (2) 2.58 to 5.62 for teacher performance (p < .05, R('2) = .17 to .37), and (3) 2.39 to 2.76 in reference to student satisfaction (p < .05, R('2) = .21 to .23).Conclusions. The findings did not support the conceptualization of teacher effectiveness on the basis of teacher job motivation, teacher performance, and student satisfaction. However, even though a comprehensive test of the postulated teacher effectiveness model was not conducted, the following conclusions are suggested by the results: (1) The subjective feelings held by secondary teachers of academic subjects about the degree to which they were expected to attain various educational goals, the value that they placed on the attainment of the same goals, the school's organizational climate, and their interactions tended to predict teacher job motivation. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of school.) UMI


Education, Administration

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