Date of Completion
12-15-2015
Embargo Period
12-14-2015
Keywords
Common Core Mathematics Education Reform Teacher Educational Leadership
Major Advisor
Morgaen Donaldson
Associate Advisor
Shaun Dougherty
Associate Advisor
Bob Villanova
Associate Advisor
Sarah Woulfin
Field of Study
Educational Leadership (Ed.D.)
Degree
Doctor of Education
Open Access
Open Access
Abstract
This study examines the relationship between specific leadership behaviors (i.e. the extent to which principals establish goals and expectations; plan, coordinate and evaluate teaching and the curriculum; and promote and participate in teacher learning) and teachers’ self-reported sense of preparedness and self-reported use of practices that align with the key shifts in the Common Core State Standards in Mathematics (CCSSM). Data for this quantitative study are from a teacher survey that was distributed electronically to all K-8 certified Connecticut teachers in fall, 2015.
Linear regression analysis shows significant relationships between the variables. Specifically, teachers who reported higher levels of principal involvement in setting clear goals and expectations, and supporting and participating in teacher learning, also reported higher levels of preparedness to teach the CCSSM. Teachers who reported higher levels of principal involvement in setting clear goals and expectations also reported lower levels of using math practices that are not aligned with the CCSSM. Conversely, teachers who reported higher levels of principal planning, coordinating, and evaluating teaching and the curriculum also reported higher levels of using math practices that do not align with the key shifts in the CCSSM. Finally, teachers who reported higher levels of feeling prepared to teach the CCSSM also reported using math practices that align with the key shifts in the CCSSM, as well as math practices that do not align with the key shifts.
Implications of this study and recommendations are provided at the principal, district, and state levels.
Recommended Citation
Rossbach, Angela, "The Perceived Relationship of Leadership Behaviors to Teacher Preparedness for Implementing Connecticut’s Core Standards in Mathematics and Use of Math Practices Aligned with Key Shifts in the Common Core" (2015). Doctoral Dissertations. 997.
https://digitalcommons.lib.uconn.edu/dissertations/997