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Author ORCID Identifier
N/A
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Education (EdD)
Degree Program
Education
Year Degree Awarded
2014
Month Degree Awarded
February
First Advisor
Sharon F. Rallis
Second Advisor
Kathryn A. McDermott
Third Advisor
Melissa S. Woodard
Subject Categories
Education | Educational Administration and Supervision | Educational Leadership | Elementary and Middle and Secondary Education Administration | Other Educational Administration and Supervision
Abstract
The recent Massachusetts Educator Evaluation Regulations (CMR 35.00) articulates goals that include growth and improved performance by teachers. Despite this stated goal, however, it is unclear if the policy is consistent with transformational leadership, which has shown correlation with growth and performance. In fact, the policy may instead bring about unintended consequences associated by some with evaluations in general, such as promoting “inspectional and fault finding supervision . . . [that] has serious consequences for the improvement of teaching and student achievement” (Glanz, 2005, p. 3). Through a discursive analysis of the Educator Evaluation Regulations (CMR 35.00) and semi-structured interviews with teachers and school leaders, this qualitative study investigates the alignment of transformational leadership theory to the evaluation regulations as written and as understood by teachers and educational leaders. In addition, drawing from the disciplines of psychology, communications, and organizational theory, a new transformational leadership model is presented. The conceptualization of transformational leadership theory serves as both an analytical framework for this study and responds to calls made by prominent transformational leadership theoreticians such as Bass and Riggio (2006) and Burns (1978) to explicate the theory’s inner mechanisms.
DOI
https://doi.org/10.7275/5771454.0
Recommended Citation
McEvoy, Martin J. Jr, "The Massachusetts Educator Evaluation Framework and Transformational Leadership Alignment: An Investigation" (2014). Doctoral Dissertations. 274.
https://doi.org/10.7275/5771454.0
https://scholarworks.umass.edu/dissertations_2/274
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons