Teachers’ and Evaluators’ Perceptions of Teacher Effectiveness after the Implementation of the Danielson Framework for Teaching

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dc.contributor.author Takkoush, Sara
dc.date.accessioned 2022-06-16T08:24:29Z
dc.date.available 2022-06-16T08:24:29Z
dc.date.copyright 2021 en_US
dc.date.issued 2021-05-25
dc.identifier.uri http://hdl.handle.net/10725/13711
dc.description.abstract The challenge of accuracy faces those who are responsible for evaluating classroom teachers. One way to accurately evaluate teachers and enhance a school’s culture is to use a clearly defined and structured evaluative framework. However, evaluative frameworks do not eliminate discrepancies between the perceptions of teachers and those of evaluators regarding the characteristics of an effective teacher. The purpose of this study is to address the teacher evaluation inconsistency by examining teachers’ and evaluators’ perceptions of the criteria for teacher effectiveness through a case study conducted at a local Lebanese school that implements the Danielson Framework for Teaching. The study follows a mixed methods approach that combines both quantitative and qualitative approaches using a questionnaire and focus group interviews conducted on two groups (a group of teachers and a group of evaluators).The purposive sample consisted of twelve teachers and twelve evaluators who completed the questionnaire. Six of the participants for each group participated in two focus group interviews through the Zoom application. Data from the questionnaire was presented as descriptive frequency counts and percentages. An inductive data analysis was implemented for the interviews. Findings of the study revealed that both teachers and evaluators had similar perceptions of effectiveness. This study is among the first to examine differences in perceptions of teachers and those of evaluators after the implementation of the Danielson Framework for Teaching in Lebanon. It invites further research on evaluative frameworks in Lebanese settings and provides implications for practice and recommendations for school leaders in Lebanon on effective and accurate teacher evaluation. en_US
dc.language.iso en en_US
dc.subject Teachers -- Rating of -- Lebanon en_US
dc.subject Teacher effectiveness -- Lebanon en_US
dc.subject Educational leadership -- Lebanon en_US
dc.subject Teaching -- Evaluation -- Lebanon en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Teachers’ and Evaluators’ Perceptions of Teacher Effectiveness after the Implementation of the Danielson Framework for Teaching en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201700782 en_US
dc.author.commembers Sarophim-McGill, Ketty
dc.author.commembers Yacoubian, Hagop
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (xiii, 99 leaves) en_US
dc.author.advisor Majdalani, Mona
dc.keywords Effective teachers en_US
dc.keywords Evaluators’ perceptions en_US
dc.keywords Teachers’ perceptions en_US
dc.keywords Danielson Framework for Teaching en_US
dc.keywords Evaluative Framework en_US
dc.keywords Culture en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 79-85). en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.203
dc.author.email sara.takkoush01@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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