Date of Award


Degree Type


University or Center

Atlanta University (AU)

Degree Name



Educational Leadership

First Advisor

Dr. Ganga Persaud


The theory was that school environment more than such other, variables of teacher development, social environment, and demographic characteristics would influence teacher performance and efficacy. The sub-variables of school environment were school climate, staff support, teacher's expectations, principal's instructional role-set, and principal's participatory style. Teacher development variable included curriculum officer's role-set, and teacher education program. Social environment included parental attributes, parents' socio-economic status (SES), and cultural involvement. Demographic variables included age, sex, ethnicity, qualifications, years since last teacher training program, sex and type of school attended, school location, teaching area, leadership position, qualities liked in a teacher, and level at which teacher liked or disliked.

The sample consisted of two hundred and sixty-six (266) academic and technical/vocational teachers in eight (8) secondary schools in the Republic of Trinidad and Tobago.

In a Pearson-Product Moment correlational analysis (a) teacher performance was related to staff support, teacher's expectations, principal's instructional role-set and participatory style, teacher education program, parental attributes, cultural involvement, (b) teacher efficacy was related to school climate, teacher's expectations, principal's instructional role-set and participatory leadership, and curriculum officer's role-set.

In a factor analysis of the data (a) teacher performance was placed with parental attributes in Factor 5, (b) teacher efficacy was placed with teachers' expectations, and qualities disliked in former teacher in Factor 4.

In a regression analysis, (a) performance was predicted by parental attributes (.310805), principal's participatory style (.164123), sex of school (.139500), teacher efficacy (.132830), age (-.128095), teacher's er's expectations (.120497), qualifications (-.119934), and teaching area (-.10435), (b) efficacy was predicted by teacher's expectations (.308767), school climate (.224323), staff support (-.172200), teacher qualifications (.166772), ethnicity (.162165), teacher performance (.144177), and teacher education (.135936).

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