VIDEO AS A TOOL TO SUPPORT TEACHER PERFORMANCE EVALUATION PROCESS: IMPACT ON FIRST-YEAR TEACHER EFFECTIVENESS

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dc.contributor.advisorLaPrairie, Kimberly N
dc.contributor.advisorHollas, Victoria S
dc.contributor.committeeMemberYoung, Chase J
dc.creatorThompson, Jamie Lane
dc.date.accessioned2023-05-23T22:07:03Z
dc.date.available2023-05-23T22:07:03Z
dc.date.created2023-05
dc.date.issued2023-05-01T05:00:00.000Z
dc.date.submittedMay 2023
dc.date.updated2023-05-23T22:07:04Z
dc.description.abstractResearch indicates that teacher performance is a critical focus for school districts, administrators, and teachers. Pre-service teacher preparation, teacher retention, job satisfaction, mentoring, continuous feedback, and onboarding support for new teachers are all factors that influence teacher performance (Carver-Thomas & Darling-Hammond, 2017). While teacher performance evaluations occur in all districts, the evaluation tools, appraisal components, methods, and procedures drastically differ. The variations in evaluations create inequities that may limit an appraiser's viewpoint of a teacher's performance, which can stifle the feedback an appraiser provides to the teacher (Jiang et al., 2015). It is this potentially limited viewpoint of the appraiser's feedback that prompted this study. In response, this study explored the integration of a video recording device to support continuous and enhanced accessibility, flexibility, and authentic appraiser feedback for first-year teachers. This study used a descriptive quantitative correlational analysis to explore the relationship between the use of a video recording device and summative Texas Teacher Evaluation and Support System (T-TESS) evaluation scores of 4+1 TEACH first-year teachers. This research closely aligned theory to practice while examining the relationship between variables. The study analyzed the summative T-TESS evaluations of first-year 4+1 TEACH residents and the number of times each resident uploaded a video recording. As the researcher, I used a power analysis and descriptive bivariate correlational analysis to explore the relationships among data, making inferences about the type of correlational research each variable combination presented (Creswell & Creswell, 2018; Field, 2018). Overall, the findings indicate that the result of the correlational analysis allows us to reject the null hypothesis, proclaiming that there is positive correlational significance between the two variables. The statistically significant positive correlation between the uses of the video recording device and the summative T-TESS evaluation scores indicates that further research is necessary to determine if strengthening the variations in the use of the video recording device can increase the effect of the correlation between the two variables.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/20.500.11875/3881
dc.language.isoEnglish
dc.subjectInstructional Technology
dc.titleVIDEO AS A TOOL TO SUPPORT TEACHER PERFORMANCE EVALUATION PROCESS: IMPACT ON FIRST-YEAR TEACHER EFFECTIVENESS
dc.typeThesis
dc.type.materialtext
local.embargo.lift
local.embargo.terms
thesis.degree.collegeCollege of Education
thesis.degree.departmentLibrary Science and Technology
thesis.degree.disciplineInstructional Systems Design and Technology"
thesis.degree.grantorSam Houston State University
thesis.degree.nameDoctor of Education

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