Degree Type

Dissertation

Date of Award

1991

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Richard P. Manatt

Abstract

Among the approaches to increasing the quality of education is a focus on the performance improvement of individuals relative to important job responsibilities, competencies, and outcomes. The purpose of this study was to identify valid, reliable, and discriminating performance evaluation items for district level curriculum administrators;A 54-item evaluation questionnaire was created based on a review of literature that included the roles of curriculum administrators and the characteristics of effective school districts. Job descriptions and evaluation instruments from school districts were also reviewed. The items were classified as job responsibilities, job competencies, or job outcomes. A five-point Likert type scale was used in rating performance;The performance of 53 curriculum administrators was rated by the curriculum administrator, the superintendent, school board members, peer central office administrators, professional subordinates, elementary and secondary principals, and teachers;Only seven times, all job outcomes, did not meet the test of discrimination. Other analyses, combining all ratings, identified differences related to rater groups; additional job assignments of supervision of principals, personnel, or staff development; district enrollment; age; education level; experience in education; experience in the current position; and gender. These analyses found relatively few items, between 1 and 9, that had significant differences. Typically there was no logical relationship between values of the factors and mean performance ratings;The aggregate mean ratings for job responsibility items was 4.13, 4.15 for job competency items, and 3.89 for job outcome items. No analysis of the significance of these differences was made;The 47 discriminating items are recommended for use, with a minimum of 15 knowledgeable raters, in situations where discrimination of performance among curriculum administrators is the objective. When the objective of evaluation is performance improvement of the individual, however, the importance of the non-discriminating job outcomes items in the district should determine whether or not they should be included.

DOI

https://doi.org/10.31274/rtd-180813-9239

Publisher

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

Copyright Owner

Charles E. Ruebling

Language

en

Proquest ID

AAI9126242

File Format

application/pdf

File Size

135 pages

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