The purpose of this study was to analyze teacher evaluation instruments in use in Tennessee public school systems relative to type of instrument and content in relation to six school system characteristics. Differences were sought between school systems in relation to participation in teacher contract negotiations, per pupil expenditure, average annual teacher salary, method of selection of superintendents, type of school system, and size of school system in their choice of type of instrument and in the content of their instruments. A content analysis coding sheet was devised for use in the study categorizing the content of teacher evaluation instruments as (1) personal qualities references, (2) professional qualities references, (3) instructional skills references, and (4) classroom management references. Instruments were typed as (1) rating scales, (2) checklists, (3) performance objectives, (4) anecdotal records, (5) combination rating scales and performance objectives, and (6) other. Teacher evaluation instruments from 129 Tennessee public school systems were analyzed and coded for type and content. The chi square test was used to determine differences between school systems in their choice of type of instrument. The Mann-Whitney U test was used to determine differences among school systems in the content of their teacher evaluation instruments. The findings of this study were: (1) The overwhelming majority of Tennessee school systems used some form of rating scale in the evaluation of teachers. (2) A significant difference at the .05 level was found between school systems with average annual teacher salary below and above the median in their choice of type of instrument. (3) A significant difference at the .005 level was found between county and city/special school systems in their choice of type of instrument. (4) A significant difference at the .04 level was found between school systems with average annual teacher salary below and above the median in percentage of instructional skills references on their evaluation instruments. (5) A significant difference at the .008 level was found between county and city/special school systems in the percentage of instructional skills references on their evaluation instruments. The following conclusions were supported by the findings of the study: (1) Teacher salary and type of school system were the two school system characteristics that were related to type and content of instrument. (2) Of the four content categories, only instructional skills references were related to school system characteristics. (3) School systems below the median teacher salary tended to use rating scales. (4) Those above the median teacher salary had more instructional skills references on their instruments. (5) County school systems tended to use rating scales. (6) City/special school systems had more instructional skills references on their evaluation instruments.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4387 |
| Date | 01 December 1983 |
| Creators | Williams, Jane L. |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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