Date of Award
5-1995
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Abstract
The primary purpose of this study was to identify the effectiveness of and satisfaction with teacher evaluation practices and elements as perceived by teachers in North Dakota Class A public high school districts. A secondary purpose was to seek observations and opinions from teachers concerning ways to improve evaluation practices. A questionnaire was developed by the researcher and mailed to all North Dakota Class A full-time public high school teachers whose teaching assignments were concentrated primarily in grades 10 through 12. Responses were received from 571 (63%) of the 907 teachers who were invited to participate.
The data were reported using frequencies and percentages. Statistical analyses were accomplished through the use oft tests, analysis of variance, and Scheffe's test for multiple comparisons to determine whether there were significant differences in responses on the basis of gender, total years of teaching experience, years of teaching experience in the respondent's present district, highest degree earned, and primary teaching area.
The responses indicated that essay/narrative was the type of evaluation being used most frequently for this population. Teachers perceived the current evaluation practices to be generally effective, and they reported overall satisfaction with the elements related to the evaluation practices. However, many teachers expressed a desire for the use of a wider variety of evaluation processes, and they suggested that evaluators other than just the principals be involved in the evaluation procedures. The respondents reported a desire for peer evaluation and self-evaluation to be included in the evaluation process.
Recommended Citation
Gannarelli Houdek, Sherryl A., "Teachers' perceptions of North Dakota class A public school teacher evaluation practices" (1995). Theses and Dissertations. 7456.
https://commons.und.edu/theses/7456