Date of Award

2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Doug Eury

Abstract

This dissertation was designed to examine the effects of teacher stability on student achievement as measured by the North Carolina End-of-Grade tests in reading and mathematics for third grade students. The perceptions of third grade teachers and elementary school principals concerning issues with teacher stability were also examined. Accountability for public schools in North Carolina has driven educators to find ways to increase student achievement. Teacher stability is a variable that can be controlled by educators in an attempt to increase student achievement.

The writer gathered test data from a target school district and analyzed test scores by the number of years that a teacher had taught third grade in a school. The levels of stability were measured by the teaching of third grade in a school for 3 years, more than 3 years, or less than 3 years. Surveys were also given to third grade teachers and elementary school principals to measure their perceptions of the effects of teacher stability on student achievement and on theschool as a whole.

An analysis of the data revealed that there was a positive difference in the mean scale scores on both the reading and mathematic End-of-Grade tests when teacher stability was considered. The analysis of the survey data showed that both third grade teachers and elementary school principals expressed that teacher stability was a factor in student achievement and had a positive impact on school culture and climate.