First Advisor

John D. Lind

Date of Publication

1989

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Public School Administration and Supervision

Department

Educational Leadership and Policy

Language

English

Subjects

Teachers -- Rating of

DOI

10.15760/etd.1364

Physical Description

3, xi, 166 leaves 28 cm.

Abstract

The purpose of this study was to investigate the perceptions of elementary teachers and principals of the evaluation system used in two suburban school districts near Portland. Oregon. The two districts involved in the study used the ITIP model for instruction and teacher evaluation over a period of several years. The Teacher Evaluation Profile (TEP) developed by the Northwest Regional Education Laboratory was the instrument used in the study of teachers. A modified version of the TEP was used with elementary principals. The population of the study consisted of 233 elementary teachers from grades K-6 and 14 elementary principals. The study examined their perceptions of the teacher characteristics, evaluator characteristics, evaluation procedures, the feedback, the evaluation context, and experience with Madeline Hunter's Instructional Theory into Practice. In addition to examining the general perceptions of teachers and the principals, the study also investigated four research questions: (I) Is the value that teachers place on teacher evaluation related to the characteristics of the evaluation? (2) Does the amount of training that teachers receive in ITIP affect the value they place on teacher evaluation? (3) Do probationary and tenured teachers have different perceptions about the nature and value of teacher evaluation? (4) Do principals and teachers have different perceptions about the nature and value of teacher evaluation? The results of the questionnaires were examined using ANOVA and correlational techniques. In addition, alpha coefficients were computed to estimate the internal reliability of the instruments. The findings suggest that teachers and principals had positive perceptions of the quality, impact, and value of the evaluation process. Teachers perceived a positive working relationship with their principals in the evaluation process, and they rated the principals high on their evaluation skills. Teachers reported that feedback from principals was specific and that feedback was generally helpful. Teachers and principals agreed that there was value in sharing a common terminology (from lTIP) for discussions in the evaluation conference.

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Comments

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Persistent Identifier

http://archives.pdx.edu/ds/psu/4416

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