A Study of Perceptions Held Toward Teacher Evaluation Policies and Practices by Teachers and Their Supervisors in Adventist Schools in Canada

<p><em>Problem.</em> Most school administrators and teachers deem teacher evaluation systems to be extremely stressful, of little or no value, and a barrier to high staff morale. The purpose of this study was to investigate the current teacher evaluation policies and practices and the perceptions held toward these policies and practices by selected elementary and secondary' teachers and their supervisors in the Adventist schools in Canada.</p> <p><em>Method</em>. The population of this study consisted of selected elementary and secondary teachers and their supervisors in the Adventist schools in Canada. Two hundred and twenty-five teachers and 48 supervisors were surveyed. The survey instrument used in the study was adapted from the one used by Hauge (1981). The instrument was designed to reflect the teachers' evaluation policies and practices as perceived by elementary and secondary teachers and their supervisors. The survey instrument and the cover letters were sent to the supervisors and the teachers by first-class mail. The 47 hypotheses were tested at the .05 level o f significance using /-tests and chi-square to determine whether a significant difference existed between variables by comparing the group means and whether or not an association existed between variables by calculating discrepancies between observed and expected cell frequencies, respectively.</p> <p><em>Results</em>. The findings of this research study generally confirm that:</p> <p>1. The supervisors thought they had a better knowledge of their teachers’ teaching capabilities than their teachers thought they had.</p> <p>2. Both supervisors and teachers perceived the evaluation process to be a useful one.</p> <p>3. Both teachers and supervisors viewed the improvement of teaching performance as the main purpose of performance evaluation.</p> <p>4. While supervisors and teachers agreed in their perception concerning the implementation of four basic components of the evaluation process, they disagreed on another four. The general picture, however, indicates that supervisors tended to view themselves as implementing the basic components of the evaluation process to a greater extent than teachers viewed them as doing.</p> <p>5. Most supervisors reported having had formal training in performance evaluation before and after assuming the supervisory role. Supervisors reported that they felt competent and at ease in the evaluator's role, and teachers concurred.</p> <p>6. Both teachers and supervisors felt there was a need for more administrative assistance for supervisors so that they could have the time to conduct more frequent and more effective evaluations. They also felt that the evaluation process ought to include greater teacher involvement.</p> <p><em>Conclusion</em>. From this study it can be concluded that most teachers and supervisors in Adventist schools in Canada deemed teacher evaluation policies and practices to be helpful. As well it was not as stressful, nor of little value as reported in the literature and pertinent research studies.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Higher Education Administration EdD

Year

2002

Author dc:creator

• Higgins, Dave Densil

Contributors dc:contributor

• Hinsdale Bernard
• James R. Jeffery
• Lyndon Furst

• Seventh-day Adventists--Education--Canada.
• Education
• Other Educational Administration and Supervision

Repository record dc:identifier

https://digitalcommons.andrews.edu/dissertations/437

OAI identifier oai:identifier

oai:digitalcommons.andrews.edu:dissertations-1436