The perceptions of 521 beginning teachers, peer teachers, and administrators were studied to determine what differences, if any, existed in the way the groups viewed the evaluation model of the Florida Beginning Teacher Program. / The following research questions were asked: (1) Was there a difference in the perceptions of the participant groups as to whether the orientation process was sufficient? (2) Was there a difference in the perceptions of the participant groups concerning the feedback given? (3) Was there a difference in the perceptions of the participant groups regarding the support services associated with the program? (4) Was there a difference in the perceptions of the participant groups regarding the evaluation system as a necessary and adequate tool in judging the effectiveness of a beginning teacher? (5) Was there a difference in the perceptions of the participant groups regarding the knowledge base required to master the program? (6) Was there a difference in the perceptions of the participant groups as to whether the inservice received was adequate? (7) Was there a difference in the perceptions of the participant groups regarding the conference process? (8) Was there a difference in the perceptions of the participant groups of the system as a practical and accurate means of competency evaluation? (9) What are the demographic characteristics concerning the participant groups? / The subsections studied were orientation, feedback, support services, assessment, knowledge base, inservice, conferencing, and evaluation. / A One Way Analysis of Variance was used on research questions one through eight. A frequency and percent table was employed to answer question nine. In addition, a posteriori contrast test was performed if significant differences were observed. A survey instrument was used to obtain the data. / The population of this study were teachers and support staff involved in the Florida Beginning Teacher Program in the 1985-86 school year. The participants of the study found the support services a major strength of the program. In addition, administrators differed significantly with the beginning and peer teachers on the evaluation component. The major finding of the study was that the beginning teachers, peer teachers, and administrators perceived the program favorably. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1432. / Major Professor: Hollie Thomas. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76309 |
| Contributors | Osborne, Irene Cecelia., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 145 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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