Date of Award
8-1-1984
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Teaching & Learning
Abstract
The Problem: This study was designed to assess the attitudes of selected teachers in North Dakota schools serving Native American students toward current and ideal instructional supervision and staff evaluation. Teacher attitudes were also compared on the basis of age and school type.
Procedure: One hundred classroom teachers participated in a survey designed to assess teacher attitudes and perceptions toward current and ideal instructional supervision and staff evaluation processes. Resulting data were statistically tested for significant differences at the .05 level. Reported data resulted from the responses of teachers employed by Bureau of Indian Affairs schools and public schools in North Dakota serving concentrations of Native American children.
Results: There were statistically significant differences when instructional supervision and evaluation processes were compared as follows: (1) current supervision to current evaluation, (2) ideal supervision to ideal evaluation, (3) current supervision to ideal supervision, and (4) current evaluation to ideal evaluation. Statistically significant differences were found when teacher attitudes toward ideal supervision and evaluation processes were compared on the basis of age. Statistically significant differences were found when teacher attitudes toward current supervision and evaluation processes were compared on the basis of school type.
There were no perceived differences when teacher attitudes toward current supervision and evaluation were compared on the basis of age. No significant differences were found when teacher attitudes toward ideal supervision and evaluation were compared on the basis of school type.
Conclusions: The statistical treatment and analysis of the data used in this study resulted in three major conclusions. First, teachers disagreed that current supervision and evaluation processes were conducted for the purpose of improving instruction. However, teachers agreed that, ideally, supervision and evaluation processes should be conducted to improve instruction. Second, as age increased, teachers' attitudes toward ideal supervision and evaluation processes became less positive. Third, teachers who worked in Bureau of Indian Affairs schools had a less positive attitude toward current supervision and evaluation processes than did teachers working in public schools.
Recommended Citation
Delorme, Teresa, "An Assessment of the Attitudes and Perceptions of Selected Elementary School Teachers Who Serve Native American Children Toward Instructional Supervision and Evaluation" (1984). Theses and Dissertations. 3321.
https://commons.und.edu/theses/3321