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Perceptions of grade 7-12 English and reading teachers concerning the effectiveness of a teacher evaluation process
Abstract
The major purpose of the study was to describe the perceptions of teachers toward a teacher evaluation process used in the Silver Lake Regional Schools. Specific topics investigated were the importance of pre and post conferences, the effectiveness of teacher evaluation in improving instruction and the difference of opinion concerning teacher evaluation between teachers with more than ten years experience and those with less than ten years experience. Respondents were the thirty-one (31) English and Reading teachers employed by the Silver Lake Regional Schools during the 1989-1990 school year. Two survey questionnaires containing a total of eighty-one (81) statements were completed by each teacher. A statistical analysis of the survey questionnaires was completed. Frequency distributions were calculated to describe the responses of the teachers toward each statement. The chi-square test was used to determine if there was a significant difference in response between the two groups of teachers. The study also included two in-depth private interviews with nine teachers. The results of the interviews were used to complement and supplement data obtained from the survey questionnaires. The findings revealed that teachers are in favor of teacher evaluation and believe that it can help to improve instruction. They have positive feelings regarding the importance of pre and post conferences and are receptive to specific suggestions from the evaluator to improve instruction. The majority of teachers feel that the new method of teacher evaluation used at Silver Lake is far superior to the previous checklist approach and that it is an effective approach to teacher evaluation. The findings also revealed that, on the major issues concerning teacher evaluation, there was no significant difference of opinion between the veteran and the newer teachers. Teachers feel that evaluation is a necessary process which provides for teacher growth, improvement and accountability. They are of the opinion that teaching can be improved by effective evaluation and regard the evaluator's skill and attitude as critical to the process. The new process and instrument for teacher evaluation at Silver Lake has had a positive effect on the attitude and on the instructional effectiveness of teachers.
Subject Area
Curriculum development|Secondary education|Teacher education|Educational administration
Recommended Citation
Egan, Leo Francis, "Perceptions of grade 7-12 English and reading teachers concerning the effectiveness of a teacher evaluation process" (1991). Doctoral Dissertations Available from Proquest. AAI9132847.
https://scholarworks.umass.edu/dissertations/AAI9132847