Date of Award

12-1995

Degree Name

Doctor of Education

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Uldis Smidchens

Second Advisor

Dr. Zoe Barley

Third Advisor

Dr. LeRoi Ray Jr.

Abstract

Teacher evaluation has received less than favorable reviews over the decades. Reports comment on the unsound practices, inappropriate assessment methods, and inadequate performance criteria. As a result, teachers in some cases come to view the process as ineffective and inadequate. This study hypothesized that (a) teachers who believe in evaluation hold different beliefs regarding evaluation specifics compared to those who disbelieve, (b) teachers who believe in evaluation and view professional development as the purpose for conducting evaluation hold different views regarding evaluation specifics compared to those who disbelieve and view personnel decisions as the purpose for evaluation, and (c) those teachers who believe in evaluation are different in showing willingness for involvement compared to those who disbelieve.

Elementary and secondary classroom teachers were randomly drawn from the Kalamazoo Public School District in Kalamazoo, Michigan, to test the above statements. Their views were captured on a questionnaire which addressed the following areas: evaluation purposes, evaluators, criteria and procedures, and teacher involvement.

There was no evidence that differences existed between the proportion of believers and nonbelievers in their selections of evaluation procedures and content. However, there was evidence that differences existed in held views regarding evaluators and the purpose for conducting evaluations. Additionally, there was no evidence that differences existed between the proportion of believers and nonbelievers in showing willingness for involvement.

This study revealed that to effect meaningful change in teacher evaluation, schools must identify teachers' beliefs and determine whether they are indeed willing to assume an active role in the process. The barriers that teachers perceive as detriment to their involvement must also be addressed in order to maximize collaboration and meaningful input.

Access Setting

Dissertation-Open Access

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