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dc.contributor.advisorPiveral, Joyceeng
dc.contributor.authorGlenn, Jan (Janet), 1957-eng
dc.date.issued2007eng
dc.date.submitted2007 Falleng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on February 13, 2008)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractThe 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.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb6201030xeng
dc.identifier.oclc192002400eng
dc.identifier.urihttps://doi.org/10.32469/10355/4728eng
dc.identifier.urihttps://hdl.handle.net/10355/4728
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectTeacher Perceptions of School Culture.eng
dc.subjectTeacher Perceptions of School Cultureeng
dc.subject.lcshFirst year teachers -- Attitudeseng
dc.subject.lcshEducational accountabilityeng
dc.subject.lcshScaling (Social sciences)eng
dc.subject.lcshLeadershipeng
dc.subject.lcshEducational productivityeng
dc.titleDeveloping and establishing the reliability and validity of the teacher perceptions of school culture survey (TPSC)eng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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