Abstract

This dissertation investigated the attributes of effective and ineffective teachers, the conditions that would prompt Minnesota principals to recommend an ineffective teacher for remediation, and barriers that prevent Minnesota principals from remediating ineffective teaching. The mixed methods study used the iterative Delphi technique to gain consensus of an expert panel of 16 Minnesota principals on these topics. Three surveys were administered with participants able to review raw survey data prior to the second and third round surveys. The study aligned with previous research about the barriers principals face when attempting to remediate an ineffective teacher, which has stated that time and documentation are the major issues. In addition, new themes emerged that may assist principals in understanding the barriers they face in remediating ineffective teachers in their schools.

Advisor

Candace F. Raskin

First Committee Member

Scott Page

Second Committee Member

Jerry Robicheau

Date of Degree

2014

Language

english

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Department

Educational Leadership

College

Education

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

 
 

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