How do Wisconsin public school administrators define teacher quality?

摘要

The purpose of this study was to define teacher quality from the public school administrator's perspective. The main objectives of the study were examining 4 variables of teacher quality: education, experience, legal requirements, and quality teacher characteristics. The participants in the study were public school administrators from CESA 11. Forty-six administrators participated in the quantitative research survey, and 4 veteran administrators participated in the qualitative narrative research study. The research method used in this research study was mixed methods, using both qualitative and quantitative research methods to obtain data. The findings in this research provided evidence that the 4 variables in the theoretical model, education, experience, legal requirements, and quality teacher characteristics, were the variables administrators in CESA 11 use to define teacher quality. Implications of this research may directly and indirectly influence, state law, teacher preparation programs, and education students understanding of quality from the perspective of the administration. This dissertation may also lead to further research in the area of teacher quality. Establishing a definition of teacher quality, from the practitioners who hire and evaluate quality educators is a critical piece in education.