An examination of the criteria of teacher evaluation as perceived by the school teachers of Newfoundland

Hickman, James (1975) An examination of the criteria of teacher evaluation as perceived by the school teachers of Newfoundland. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

This study was conducted to determine the criteria that Newfoundland school teachers felt should be used in evaluating teachers for (a) teacher competence, and (b) promotion to administrative positions. -- The questionnaire consisted of two parts: a personal and school background variable questionnaire, and two evaluation questionnaires. The latter section of the questionnaire contained identical thirty-item batteries arranged in different sequences. These items were evenly distributed into Mitzel’s three categories of presage, process and product for each evaluative situation. The questionnaire also asked the teachers to indicate whom they felt was in the best position to evaluate their teaching. The questionnaire provided ample space for teachers to include additional criteria which they perceived to be important for each evaluative situation, and space for teachers to add comments on the study itself. The questionnaire was mailed to 300 randomly selected Newfoundland school teachers of which 84.3 per cent responded. -- To analyse the data gathered, frequency counts were compiled to place criteria in rank order to determine whether or not a common body of criteria was perceived by the teachers as being important in the evaluation of teachers for both evaluative situations to see if the teachers perceived a change of emphasis in the use of each criterion from one evaluative situation to the other. Pearson correlation coefficients were utilized to determine whether the emphasis placed upon the criterion changed with each evaluative situation. Chi square tests were used to ascertain if significant differences existed in the responses of teachers according the personal and school variables. -- For the question, “Who is in the best position to evaluate?”, frequency counts were compiled to determine whom the teachers felt was in the best position to evaluate their work. Chi square tests were also used to ascertain whether or not significant differences existed in the responses of the teachers according to personal and school background variables. -- This study revealed that teachers do generally agree on a common body of criteria which they feel should be used for both evaluative situations. Teachers were more likely to feel that “process” criteria should be emphasized when evaluating teachers for competence, while “presage” criteria should be used when considering teachers for administrative positions. Only a few significant relationships were observed between certain criteria of evaluation and the teachers’ personal and school background variables. The teachers felt that the school principal was in the best position to evaluate their work.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7371
Item ID: 7371
Additional Information: Bibliography: leaves 138-143.
Department(s): Education, Faculty of
Date: 1975
Date Type: Submission
Geographic Location: Canada--Newfoundland and Labrador
Library of Congress Subject Heading: Teachers--Rating of

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