CHANGES IN TEACHING BEHAVIOR BROUGHT ABOUT BY EXPERIENCE AS EVALUATORS IN THE TENNESSEE CAREER LADDER PROGRAM
This descriptive study examined the effects of evaluator training and experience in the Tennessee Career Ladder Program on subsequent teaching behaviors of evaluators returned to classroom teaching. A self-reporting questionnaire, developed from data collected during interviews with four evaluators who had returned to classroom teaching, was mailed to the population of former evaluators fitting this description. Responses were analyzed in terms of frequencies and percentages to examine the amounts of perceived change resulting from the experience under study. Differences in perceptions held before and after the training/experience were examined by t tests. Median tests examined differences between male and female respondents, and among respondents from (1) elementary, middle, and high schools, (2) schools serving various sized student bodies, and (3) varying sized communities. The study, guided by ten research questions, investigated five domains of teaching behavior. Results of the study indicated that teachers perceived their teaching behaviors to have been modified toward improvement as a result of the evaluator training and experience. Choosing from responses provided by the survey instrument, respondents rated evaluator training as most influential in causing changes in their teaching behaviors in the domains of planning, teaching strategies, evaluation and classroom management. In the area of personal growth, changes were attributed mainly to the independence, self-reliance, and decision-making demands of being an evaluator. Median tests showed no significant differences in response to the evaluator training/experience among or between groups of teachers in the areas of planning, teaching strategies or classroom management. An apparent significant difference was noted between teachers from large schools (over 1,000 students) and those from smaller schools (under 1,000 students) in perceived improvement in the domain of evaluation. Median tests also showed that teachers from smaller communities (under 50,000) and those teaching in smaller schools (under 600 enrollment) reported more perceived changes in personal growth than did those from larger communities and schools. The t tests applied to the rating of perceptions of performance before and after evaluator training/experience showed significant changes toward improvement in every domain.
"CHANGES IN TEACHING BEHAVIOR BROUGHT ABOUT BY EXPERIENCE AS EVALUATORS IN THE TENNESSEE CAREER LADDER PROGRAM"
ETD Collection for Tennessee State University.