Faculty perceptions of school success in four high -achieving, high -poverty schools in Appalachian Tennessee
Abstract
The researcher studied faculty perceptions of school success in four high achieving, high poverty schools in Appalachian Tennessee. A survey instrument was used to measure faculty perceptions of school success by obtaining opinions in the areas of: (1) Planning and Implementation; (2) School Climate; (3) Teaching and Learning. A total of 90 faculty members, out of a possible 113, participated in the study, establishing a 79.65 percent return rate. The data collected in this study was analyzed using descriptive statistics. Inferential statistics were used in analysis of the demographic data. The information from the data gave faculty perceptions of the academic success in the schools. Major conclusions gathered from the data were: (1) faculty perceptions in the areas of planning and implementation, school climate, and teaching and learning are positive; (2) these schools are effective because they are successful in the areas of planning and implementation, school climate, and teaching and learning.
Subject Area
Elementary education|Educational administration
Recommended Citation
Teresa Adele Bicknell,
"Faculty perceptions of school success in four high -achieving, high -poverty schools in Appalachian Tennessee"
(2001).
ETD Collection for Tennessee State University.
Paper AAI3007555.
https://digitalscholarship.tnstate.edu/dissertations/AAI3007555