Department of Educational Administration
Date of this Version
Fall 10-30-2014
Citation
Musil, M. S. (2014). Determining the difference between nebraska administrators’ and nebraska secondary english teachers’ perception of the teacher evaluation (Doctoral dissertation).
Abstract
The purpose of this study was to determine the difference between Nebraska administrators’ and Nebraska secondary English teachers’ perceptions of the teacher evaluation. The study explored teacher and administrator perceptions of the teacher-evaluation process as it relates to Nebraska secondary English teachers. Teachers and administrators from across the state of Nebraska had equal opportunity to participate in this study.
Both groups of teachers and administrators responded by Likert scale to 42 online statements arranged by theme about their experiences regarding the teacher-evaluation process. Participants aggregated themselves by geography, school size, gender, experience, and socioeconomic status of students. Quantitative data was analyzed by t test with significance noted at (p < .05). Twelve voluntary online participants (six teachers and six administrators) were randomly selected for follow-up interviews. Follow-up interview data was collected, prepared, analyzed, and organized into themes.
Adviser: Jody Isernhagen
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Secondary Education and Teaching Commons
Comments
A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska-Lincoln In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration, Under the Supervision of Professor Jody Isernhagen. Lincoln, Nebraska: October, 2014
Copyright (c) 2014 Michael S. Musil