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A SURVEY OF TEACHER AND ADMINISTRATOR ATTITUDES TOWARD TEACHER EVALUATION PRACTICES IN SELECTED CLASS II, III, AND VI SCHOOLS OF NEBRASKA
Abstract
The Problem. The purposes of this study were to examine the attitudes of teachers and administrators toward teacher evaluation practices in selected school districts in Nebraska and to determine which practices were perceived to be most desirable and effective. The research questions asked in the study were: (1) What do teachers and administrators perceive to be the primary purposes of evaluation? (2) Who do teachers and administrators believe should be involved in evaluating teachers? (3) How do teachers and administrators feel about the content and implementation of existing teacher evaluation instruments? (4) How effective do teachers and administrators perceive current evaluation procedures to be in attaining desired results? The Procedure. Following a careful review of literature, a questionnaire was developed and submitted to a validating jury. The jury reviewed the questionnaire and offered recommendations pertaining to the clarity of the questions and instructions. The refined questionnaire was field tested using a group of teachers and administrators. The final questionnaire was written incorporating the suggestions of the pilot group and mailed to 186 administrators and 255 teachers. Conclusions. (1) Administrators and teachers were in strong agreement when reporting "preferred" and/or "actual" practices of evaluation. (2) Administrators and teachers were in strong agreement pertaining to the criteria that should be used to evalutate teachers. (3) Administrators felt that evaluations were more effective in bringing about change in teacher performance than teachers. (4) The "preferred practices" identified by administrators more nearly matched the "actual practices" reported by administrators than the "preferred practices" identified by teachers matched those reported by teachers. Recommendations. (1) An additional study should be conducted to explore the items upon which administrator and teacher opinions differ significantly or which received mixed responses from either sample group. (2) School districts should review their evaluation programs periodically and involve teachers in the review process.
Subject Area
Education
Recommended Citation
BLAKELY, CLINTON ROGER, "A SURVEY OF TEACHER AND ADMINISTRATOR ATTITUDES TOWARD TEACHER EVALUATION PRACTICES IN SELECTED CLASS II, III, AND VI SCHOOLS OF NEBRASKA" (1986). ETD collection for University of Nebraska-Lincoln. AAI8704543.
https://digitalcommons.unl.edu/dissertations/AAI8704543