The purpose of the study was to determine if there is a lack of congruity between selected public secondary school was carried out using selected questions developed by Dr. Donn L. Dieter and a sample of administrators and teachers in fifty-six Ohio public secondary schools classified into three different sizes of schools.ConclusionsThe following conclusions were drawn from the study:1. There were significant differences between large groups of teachers and administrators regarding the importance of twenty factors of effective teaching.2. There were significant differences between employees (teachers and administrators) of different class schools regarding the importance of two factors of effective teaching.3. There were differences between teachers of different class schools, administrators of different class schools and teachers and administrators of similar and different class schools regarding the importance of seventeen factors of effective teaching.4. There were differences between teachers and administrators in this study and respondents in the study by Donn L. Dieter regarding the importance of three factors of effective teaching.5. Class A administrators showed the most agreement with Class A teachers of all administrator teacher pairs regarding the importance of the sixty-seven factors of effective teaching presented in the questionnaire.6. When significant differences occurred between administrators and teachers, administrators always rated the item in question as more important to effective teaching than did teachers.7. The twenty significant differences between teachers and administrators constituted thirty percent of the entire questionnaire.8. There were items of significant difference between teachers and administrators for which previous research showed little evidence of the importance or lack of importance of the item to effective teaching.

The purpose of this dissertation is to provide an overview of teachers’ expectations of teachers’ performance appraisal (TPA) in Hong Kong secondary schools. Due to the implementation of School-based Management in 2000, all schools in Hong Kong were advised to implement TPA for long-term advancement and development. In other words, TPA seems to be a crucial practice for schools in Hong Kong nowadays. In this research, two secondary schools with different school cultures are the main focus to study. 85 teachers in these two schools were invited to provide their views by means of questionnaire. Besides, seven interviewees were selected to provide further details about their thoughts concerning TPA. Two of them are Principals of the two schools, one of them is the Assistant Principal, one is the Senior Graduate Master, one is Senior Assistant Master and the remaining two are Graduate Mistress and Graduate Master. In this research, respondents were asked to express their opinions towards four areas, namely, the purposes of TPA, the design of TPA, the relationship between appraisers and TPA, and the follow-up work of TPA. From the research findings, it is found that the main purposes of TPA, according to the respondents, are related to helping teachers improve their teaching and for accountability. For the design of TPA, most respondents are satisfied with the present design of TPA in their schools and it is carried out in a fair and objective way. Concerning the relationship between appraisers and TPA, the respondents think that the appraisers are professional enough for making the whole process reasonable and objective. When asking about the follow-up of TPA, most respondents reply that they do treasure the TPA results for the sake of making further improvement at work. It is hoped that after conducting this research, light could be shed on how the different school cultures influence the thoughts of staff towards TPA and also, the effectiveness of TPA. / published_or_final_version / Education / Master / Master of Education

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In Shanghai, the government requires the public schools to conduct schoolbased teacher appraisal for the use of improving teacher development and school development. In Hong Kong, according to the Education Commission Report No.7, aided schools have to establish self-management and conduct teacher appraisal annually for strengthening teacher development and school development, which is as same as in Shanghai. However, since the different education systems and culture backgrounds exist in these two areas, there must be differences of the teacher appraisal systems the schools conduct between Hong Kong and Shanghai. The study will be taken place in two secondary schools in Hong Kong and Shanghai respectively. It focuses on the comparison of the teacher appraisal systems at school, including the appraisal contents, appraisal methods, teachers’ perspectives and effectiveness corresponding. In this study, the current teacher appraisal systems that two schools have will be introduced for comparison. In addition, through the comparative study, I intend to figure out the importance and necessity of teacher appraisal to be carried out at school, to investigate if it is beneficial for the teacher development and school development, to see if it is possible to be refined for the two appraisal systems depending on comparing between each other. / published_or_final_version / Education / Master / Master of Education

The purpose of the study was to provide for the improvement of instruction in the secondary schools of Saudi Arabia. To fulfill this goal, the study was designed to accomplish three tasks: 1) describe the nature, scope and effectiveness of the current system of teacher evaluation; 2) determine the attitude of the Saudi educators toward the existing system; 3) develop a new system and propose it for evaluating secondary school teachers in Saudi Arabia. Literature relating to the model of evaluation, criteria used in evaluating teachers, role of personnel involved in teacher evaluation, and processes and instruments used in evaluating teachers was reviewed.Letters to some of the Saudi educational authorities were sent in order to obtain information about the present system of teacher evaluation, and to acquire any studies that have been conducted in the area of teacher evaluation. A questionnaire was sent to Saudi administrators and teachers now studying at American universities. The purpose of the questionnaire was to obtain information relating to the procedure used in evaluating secondary school teachers in Saudi Arabia, to elicit their judgments of the effectiveness of the present system, and to obtain their recommendations for developing the present system of teacher evaluation.Most of the literature that was received from Saudi Arabia indicated a negative reaction toward the present teacher evaluation system. Also the answers and comments of most of the respondents to the questionnaire statements revealed a general dissatisfaction with the present evaluation system.The proposed design was based upon the review of literature, interviews with American school personnel, suggestions from respondents to the questionnaire, participation in part of the activities of the staff development program at Ball State University, consultation with some experts in the field of teacher evaluation, review of some evaluation instruments used in evaluating teachers at different school systems in Indiana, and the review of most of the material now used for evaluating secondary school teachers in Saudi Arabia.The evaluation model described the expected role of the supervisor, the building principal, the department chairman, the peer teachers, the students, and the teacher being evaluated in teacher evaluation. Also the model defined the criteria which should be used in the teacher evaluation program.The suggested procedure for evaluation was illustrated under the listed activites:1. An introductory conference. The main purpose of this conference, which is managed by the supervisor, is to explain the general outline and the procedure evaluation process.2. Departmental meetings. The chairman of the department is in charge of running these meetings. The common technique of conducting a departmental meeting in general and the technique followed at the first departmental meeting in specific are clarified.3. Field work or the cycle of evaluation. This section is concerned with the procedure to be followed in the teacher evaluation. The procedure of evaluation includes the following activities:a) Setting goals and objectives. The teacher with the help of the department chairman writes the behavioral or instructional objectives of the course in general and of each unit in specific.b) Data collection. The data about the teacher being evaluated is collected from various sources and by different techniques such as classroom observation, teacher self-evaluation and student and peer questionnaires.c) Analysis of data. The department chairman and the teacher analyze the information collected by classroom observation and questionnaires.The purpose of the data analysis was defined. After the data analysis the department chairman writes the evaluation report.The evaluation of the department chairman and the end-of-the year evaluation were included in the model. Recommendations related to the application of the model and to the betterment of the teaching-learning process were formulated.

M.S.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education