Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2007 Dissertations (MU)
    • 2007 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2007 Dissertations (MU)
    • 2007 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Developing and establishing the reliability and validity of the teacher perceptions of school culture survey (TPSC)

    Glenn, Jan (Janet), 1957-
    View/Open
    [PDF] public.pdf (2.082Kb)
    [PDF] short.pdf (45.44Kb)
    [PDF] research.pdf (1.144Mb)
    Date
    2007
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    The purpose of this study was to develop a reliable and valid survey instrument to measure beginning teacher perceptions of their induction into the school community and culture. Data was also analyzed to determine construct validity, reduce the number of survey items, and determine if any differences in survey responses could be attributed to independent variables of gender, certification type, and school type. The Teacher Perceptions of School Culture (TPSC) survey items were generated from interview information and related research developed in a previous study (Kosek, 2006) and reviewed the author to provide content validity. Survey participants included first through third year teachers who had completed either the traditional teacher education program or the alternative certification program a particular Missouri university. Results of the principal components and factor analysis indicated that the number of survey items could be reduced and a second form, the TPSC Form B was created with 49 items. Although the a priori categories were not verified by the analysis as predicted, construct validity was established as the analysis identified six components. Further analysis indicated the both the TPSC and the TPSC Form B were reliable instruments. Three-way ANOVA analyses failed to identify any differences in responses by independent variables. By-item results were discussed.
    URI
    https://doi.org/10.32469/10355/4728
    https://hdl.handle.net/10355/4728
    Degree
    Ed. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • 2007 MU dissertations - Freely available online
    • Educational Leadership and Policy Analysis electronic theses and dissertations (MU)

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems