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The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions

Skaggs, Walter E, Jr.
http://orcid.org/0000-0001-5147-7640
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016

Abstract Details

2016, Doctor of Education (EdD), Ohio University, Educational Administration (Education).
The purpose of this study was to determine whether or not the state requirement of participation in the Ohio Improvement Process has an impact on teacher-student interactions and/or relationships. The following research question was addressed: What are the salient characteristics of teacher-student interactions in two rural high schools with similar demographics but different connections to Ohio’s protocol for educational improvement: One school required to participate in the Ohio Improvement Process (school A) and one that chooses not to participate in the Ohio Improvement Process (school B)? Two schools were selected for the study based on location, demographic make-up and their connection to Ohio’s protocol for educational improvement. Teachers were asked to complete a short survey and complete Hoy’s Teacher Academic Optimism Scale for Secondary Teachers (TAOS-S). The principal of each school was interviewed by the researcher utilizing questions similar to those in the teacher surveys, as well as additional questions regarding the implementation of new academic initiatives. Findings from the study indicate that stress between schools for male teachers was found to be statistically significant. In addition, teacher’s stress between schools regardless of gender was found to be statistically significant; and teachers’ self-efficacy between schools regardless of gender was found to be statistically significant. Finally, data from the interviews found that principal A lacked the knowledge and leadership skills necessary to implement the Ohio Improvement Process. This was reinforced in the data collected from teachers at school A, who also reported higher levels of stress and lower academic optimism scores.
Charles Lowery, Dr. (Committee Chair)
156 p.
Education; Educational Leadership; Secondary Education; Teaching
OIP; teacher-student relationships; school climate; self-efficacy; school improvement; stress; TAOS-S; Appalachia

Recommended Citations

Citations

  • Skaggs, Jr., W. E. (2016). The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016

    APA Style (7th edition)

  • Skaggs, Jr., Walter. The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016.

    MLA Style (8th edition)

  • Skaggs, Jr., Walter. "The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016

    Chicago Manual of Style (17th edition)

ohiou1468326016
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© 2016, some rights reserved.Creative Commons License The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions by Walter E Skaggs Jr. is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Ohio University and OhioLINK.