This study is motivated by the fact that pedagogy has become a major political issue in this decade. State and Federal Governments, Boards of Education, School Systems, and Educators at all levels are trying to come up with strategies to put education on the right track and to recapture the interest of young people. Financial problems, drugs, lack of interest from parents and students, and poorly motivated personnel, may be some of the factors affecting the teaching process in school environment resulting in the lowering of the quality of instruction. Among the factors that might be affecting the teaching process in the schools are poorly motivated instructional personnel, who play so important a role in creating a successful school environment. If a teacher is not well motivated, student achievement will be negatively affected and the schools can still fail. Even if one works in a new building with modern facilities, with the best instructional materials, selected students, flexible schedules, is fairly well paid, and has competent colleagues, there are no guarantees of success if teacher motivation is low. If a supervisor detects that the staff is not well motivated for whatever reason, a solution must be found. Through this study, I reviewed various styles of supervision that instructional supervisors can use as models for assessing classroom teachers. The study focused on five of the most common models used in different school districts within the state. (1) Cooperative Supervision; (2) Self-directed Supervision; (3) Clinical Supervision; (4) Oriented Monitoring; (5) Differentiated Supervision. The study was conducted among teachers in a Western Massachusetts Public School System. A questionnaire was administered to collect the data. The collected data answered the following questions: (1) Is the teacher evaluation process contributing to the teaching-learning process in the classroom? (2) Are supervisors providing information about the options that teachers have to be evaluated? A theoretical model based on Clinical Supervision and Administrative Monitoring was prepared by the researcher as an instrument that supervisors can use to evaluate teacher effectiveness.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8083 |
| Date | 01 January 1991 |
| Creators | Diaz, Jose Zacarias |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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