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THE RELATIONSHIP AMONG TEACHER PREFERENCES IN TEACHER EVALUATION PROCESSES, SUBJECT AND GRADE LEVELS TAUGHT, AND TEACHER PERSONALITY TYPES (MYERS-BRIGGS)
Abstract
This study determined if there were methods used in teacher evaluation which were preferred by different teacher personality types and by teachers who teach different subjects and grades. A questionnaire mailed to 500 and returned by 369 Midwestern public school teachers from five states ascertained demographic factors and attitudes toward evaluation and included the Myers-Briggs Type Indicator to measure personality types. The respondents represented a cross section of United States teachers. Results indicated that teachers having different personality temperaments and teaching different subjects and grades had no significant relationships with attitudes concerning willingness to be evaluated, purposes and orientations of evaluation, number and types of evaluators, and criteria and methods used in evaluation. Teachers were willing to be evaluated. Although most teachers believed present evaluation systems could be improved, most had positive views toward evaluation. Teachers indicated the purpose of evaluation should be to improve instruction, but they believed the actual purposes were to make administrative decisions and to meet legal requirements. Teachers preferred a process orientation, rejected a product orientation, and were about evenly divided in acceptance of a teacher-characteristic orientation. Teachers preferred more than one evaluator, and the evaluators most preferred were principals, self, department heads, and supervisors. Preferred evaluation criteria involved classroom teaching situations. Factors occurring outside the classroom, such as hall supervision and involvement in school organizations, were less preferred, but were still acceptable. Teachers preferred scheduled observations over unscheduled observations. Evaluation measures chosen to match style of presentation was the favored specific method of evaluation. Teachers were unwilling to use ranking methods which compared teachers. Suggestions by teachers on how to improve evaluation included: make helping teachers improve the purpose of evaluation; involve teachers more in creating the evaluation process; have competent evaluators; have more frequent observations; use more than one evaluator; and make evaluation more objective and consistent.
Subject Area
Curricula|Teaching|School administration
Recommended Citation
HAMMER, LINDA E, "THE RELATIONSHIP AMONG TEACHER PREFERENCES IN TEACHER EVALUATION PROCESSES, SUBJECT AND GRADE LEVELS TAUGHT, AND TEACHER PERSONALITY TYPES (MYERS-BRIGGS)" (1987). ETD collection for University of Nebraska-Lincoln. AAI8803997.
https://digitalcommons.unl.edu/dissertations/AAI8803997