This descriptive study attempted to discover through the perceptions of elementary school teachers and principals whether existing practices for evaluating instruction are intended to help elementary school teachers improve student learning. Specifically, two major research questions guide the study. (1) What are the similarities and differences in perceptions of elementary school principals and teachers regarding the major purposes of teacher evaluation? (2) What changes do elementary school principals and teachers recommend so that teacher evaluation may be more effective in increasing student learning? Two questions are asked of principals and teachers in the Target Schools (TS) to gather in-depth information that complements the data for the above research questions. (TS1) In what ways is teacher evaluation in Target Schools designed to help elementary school teachers improve instruction and increase student learning? (TS2) What are the perceptions of elementary school principals and teachers in Target Schools regarding the current effectiveness of teacher evaluation as a means of improving student learning in their local schools and classrooms? Two populations are utilized for this study. 34 elementary school principals (General Schools) and 5 principals and 42 teachers from five elementary schools (Target Schools) filled out the survey questionnaires. Written documents such as teacher contract and teacher evaluation instruments currently used in schools were also requested from the Target School principals. Principals and teachers listed accountability, teachers' growth as professional, and improvement of curriculum and instruction as the three most important purposes. Only seven principals (20.59%) believed that the purpose of teacher evaluation was to improve student achievement and enhance student learning, a view shared by all teachers and most principals from Target Schools. Principals and teachers considered goal setting, teacher-principal conferences and improvement of curriculum and instruction as the most effective parts in teacher evaluation. Principals would like to spend more time with teachers and teachers would have liked to see their principals more often in their classroom rather than the once a year, fifteen-minute visit to evaluate their annual performance. Peer coaching, as an alternative to formal principal evaluation, was strongly advocated by both teachers and principals. Teachers would like to get more involved in designing and implementing teacher evaluation and to get feedback from more sources. Teacher evaluation can be a powerful means for improving student learning. Through evaluation, teachers will become more effective in reaching and teaching all children of all families.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-2004 |
| Date | 01 January 2001 |
| Creators | Xu, Shuli |
| 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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