As such, a conceptual model for predicting the success of educational reform initiatives is provided.
📌 3 Key Takeaways
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Objective & Hypothesis:This study examined the perceptions of US school principals toward one US state’s revamped teacher tenure law and how principals perceived that the law affected their ability to evaluate and retain effective teachers.
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Key Findings & Data:Findings were examined through Hess’ (1999) political attractiveness of reform framework.
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Conclusion & Impact:As such, a conceptual model for predicting the success of educational reform initiatives is provided.
This study examined the perceptions of US school principals toward one US state’s revamped teacher tenure law and how principals perceived that the law affected their ability to evaluate and retain effective teachers. Principal interviews indicated the law had a positive impact on their ability to evaluate and retain effective teachers despite barriers associated with the teacher evaluation system. Findings were examined through Hess’ (1999) political attractiveness of reform framework. Results highlight that future research should examine stakeholder and principal voice in policy initiatives and education agendas. As such, a conceptual model for predicting the success of educational reform initiatives is provided.
ANGELLE, P. S., LOMASCOLO, D. J. (2020). Principal Voice for Successful Policy Implementation: Lessons Learned from Teacher Tenure. Research in Educational Administration and Leadership, Cilt: 5 Sayı: 1, 234–273. https://ajindex.com/articles/932075
Alexander, N. A. (2013). Policy analysis for educational leaders: A step by step approach. Upper Saddle River, NJ: Pearson. Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson, R. J., & Shepard, L. A. (2010, August). Problems with the use of student test scores to evaluate teachers (Issue Brief No. 278). Washington, DC: Economic Policy Institute.