Degree Type

Dissertation

Date of Award

1990

Degree Name

Doctor of Philosophy

Department

Education

First Advisor

Richard P. Manatt

Abstract

This investigation was conducted to determine the nationwide status of training for teacher performance evaluation. Data were gathered from public school districts through the use of a 12-item questionnaire. Sample districts were presented definitions of five teacher evaluation models and asked to select the one most closely representing the teacher performance evaluation system utilized in their district. Also, sample districts were asked to identify whether or not they utilized one, two or all three of the content components identified as essential teacher evaluation training. Also, a request was made to select the one teacher performance evaluation training type which most closely resembled their district's. Finally, training lengths, grouped in hour categories, were listed and those answering the questionnaire were asked to select the appropriate range;United States government school census documents served as the population data source from which 700 districts were drawn for the sample. The population included districts with 20 or more teachers and from states (41 overall) that did not have legislated mandates for teacher performance evaluation criteria and procedures. The sample was nonproportional, stratified and random. Expansion weights for each of the responding districts were calculated in order to estimate the population;An F-test of proportionality statistical procedure was used to determine independence among the variables studied. The hypotheses tested whether teacher performance evaluation training was independent of the taxonomy of evaluation models and district size. The first hypothesis was rejected and the second retained. Furthermore, it was shown that awareness (orientation) training levels were noted as the class of training most often associated with teacher performance evaluation. The information gathered revealed that interpersonal communication and effective teaching skills were rated as the number one and two most common content (respectively) associated with teacher evaluation training. The clinical supervision evaluation model was most frequently reported. Less than 15 hours of evaluation training were reported most frequently by the districts in the study.

DOI

https://doi.org/10.31274/rtd-180813-11385

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Joseph Michael Petrone

Language

en

Proquest ID

AAI9100494

File Format

application/pdf

File Size

148 pages

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