Does the new teacher evaluation process more closely resemble an ideal process as perceived by middle Tennessee teachers
Abstract
This study sought to ascertain whether the new teacher evaluation process more closely resembled an ideal process than the traditional competency-based process as perceived by teachers in Middle Tennessee. The purpose of this research was to compare the views of Tennessee teachers toward their professional evaluation process as opposed to their concept of an ideal process. The results of this study could help teachers and administrations to clearly identify what the professional evaluation process should accomplish. Research questions pertaining to the purpose of, standards for, sources of data used in, and personal input into the current evaluation process as opposed to an ideal process guided this study. The methodology used to collect data was a teacher evaluation survey administered along with a demographic data sheet to a sample of 700 public school teachers in Middle Tennessee. A 68% return rate was obtained. Participants responding were divided into three groups: (a) teacher having experience with the State Model for Evaluation, (b) teachers having experience with the State Model for Evaluation and the new Framework for Evaluation and Professional Growth, and (c) teachers having experience with the new Framework for Evaluation and Professional Growth alone. Pared t-tests were conducted on each survey item. Null hypotheses stated that there would be no statistically significant difference in perceptions of purpose, standards, sources or data, nor personal input between the current evaluation processes and the participants' concept of an ideal process. Hypotheses pertaining to each group were stated. The null hypotheses were rejected in each case with most survey items resulting in statistical significance at the .001 level of confidence. Mean scores for each survey item were discussed. Results indicated that the new teacher evaluation process did not more closely resemble an ideal process as perceived by Middle Tennessee teachers. A study of the mean scores indicated that progress was being made toward the use of more authentic methods in the teacher evaluation process. Further study was recommended as the new Framework for Evaluation and Professional Growth becomes fully implemented.
Subject Area
School administration|Teacher education|Educational evaluation
Recommended Citation
Deborah Meadows Wiles,
"Does the new teacher evaluation process more closely resemble an ideal process as perceived by middle Tennessee teachers"
(2000).
ETD Collection for Tennessee State University.
Paper AAI3007590.
https://digitalscholarship.tnstate.edu/dissertations/AAI3007590