Date of Award

Spring 5-13-2017

Degree Type


Degree Name

Doctor of Education


Secondary Education and Educational Leadership

First Advisor

Patrick Jenlink

Second Advisor

Karen Embry-Jenlink

Third Advisor

Chance Mays

Fourth Advisor

Lesa Beverly


This study sought to identify and describe the pedagogical practices and classroom management strategies of consistently effective and successful teachers as evidenced by teacher perceptions and observations.

Four middle school teachers from two middle schools within the same school district were selected to participate in the study. The teachers were selected based on their effectiveness identified by their supervisor. The teachers were interviewed about their own perceptions as to what effective pedagogical practices are, based on their teaching experience. The teachers were also observed in their classrooms.

The key findings of the study indicated the importance of stablishing classroom procedures, consistency in their implementation, and building genuine trusting relationships with students. Also, teacher effectiveness does not directly depend on such external factors as administrative assistance or professional development opportunities, unless the professional development opportunities include collaboration with colleagues.

The findings of the study can be used to improve instruction on the classroom level in order to increase student achievement in the age of accountability and high stakes testing. In addition, the findings can be used by school and district administrators for planning teacher professional development opportunities.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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