Predictors of successful beginning teachers
Date of Award
Doctor of Education (Ed.D.)
First Committee Member
John H. Croghan, Committee Chair
This study was designed to analyze characteristics of those elementary beginning teachers who were evaluated as successful by their building level administrators. An attempt was made to determine relationships between undergraduate course work, field experiences and classroom success. Personality characteristics were also analyzed to determine commonalities or indicators of classroom success among personality types.The domains identified on The Florida Performance Management System (FPMS) were used as the competencies upon which building level administrators evaluated the beginning teachers.Three data gathering instruments were used to acquire information about the beginning teachers participating in the study. Statistical analysis of the data gathered included ANOVA and T-Test procedures.The findings indicated that there was no significance for the type and number of undergraduate courses in relation to perceived beginning teachers' success. Number of student teaching situations, or internships, nor geographical settings had any significant effect on beginning teachers' perceived success. Personality types were found to be very diverse, but did not significantly effect beginning teachers' perceived success. Strengths and weaknesses in competencies for beginning teachers were identified by both the beginning teachers and their building level administrators.The study concluded that beginning teachers' perceived classroom success is not affected by type or number of undergraduate courses, types or length of field experiences or personality factors. Further research needs to be conducted, on a broader scale, with a larger sample, or with different variables to identify what contributes to success in the classroom. Additionally, strategies must be in place, at the individual school site, to assist beginning teachers as they start their teaching career.
Mccaskill, Janet Joyce, "Predictors of successful beginning teachers" (1995). Dissertations from ProQuest. 3298.