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Teacher Evaluation as a Function of Leadership Style: A Multiple-Correlational Approach

One of the most persistent issues in contemporary organizations has been how to evaluate individual performance. Basically, the problem is who should evaluate whom and against what productivity criterion. Educational institutions have been the organizations most concerned with this dilemma in recent years. As recently as September, 1973, teachers went on strike over accountability procedures. This study was conducted to identify which mode of teacher evaluation was most efficient, based on fairly objective performance criterion, and to establish a basis for viewing teaching style as leadership style. In existing research, superior ratings were the most used evaluation measure, student ratings were a rapidly growing mode of evaluation, self-ratings were considered biased, and peer ratings were used very little. Hence, who should do the evaluating was an unsolved problem. All four evaluation modes were employed in the present study for comparison.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc500241
Date05 1900
CreatorsSwanson, Ronald G.
ContributorsKooker, Earl W., Johnson, Douglas A., Jally, Virginia
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatv, 156 leaves, Text
RightsPublic, Swanson, Ronald G., Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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