{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/71279"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/71279","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An assessment of the principals' perceived use and effectiveness of the State of Virginia's suggested teacher evaluation procedures","abstract":"The Virginia Department of Education suggested that its school divisions adopt an Evaluation by Objectives (EBO) teacher evaluation system as a means for its school divisions to satisfy the personnel evaluation section of the Standards of Quality mandate. This study surveyed Virginia's principals as to their use of and perceptions of the efficacy of the suggested EBO model. In addition, the study examined specific personal (age, years of administrative experience, membership in a teacher organization) variables and institutional (number of teachers in the school, number of teachers evaluated, EBO training, hours of EBO training) variables as possible predictors of the dependent variable, principal's perceived effectiveness of the suggested EBO procedures. The survey results indicated that 95.5 percent of the principals used or modified the procedures. The majority of these principals (86.8 percent) perceived the procedures to be effective, in improving teacher performance. Multiple regression analysis (MRA) was used to test the predictive strength of the independent variables identified in this study. The variables, although significant at the .01 level, were not meaningful as predictors of principals' perceived effectiveness of EBO. The adjusted R² coefficient of determination was only 5.9 percent.","abstract_html":"The Virginia Department of Education suggested that its school divisions adopt an Evaluation by Objectives (EBO) teacher evaluation system as a means for its school divisions to satisfy the personnel evaluation section of the Standards of Quality mandate. This study surveyed Virginia's principals as to their use of and perceptions of the efficacy of the suggested EBO model. In addition, the study examined specific personal (age, years of administrative experience, membership in a teacher organization) variables and institutional (number of teachers in the school, number of teachers evaluated, EBO training, hours of EBO training) variables as possible predictors of the dependent variable, principal's perceived effectiveness of the suggested EBO procedures. The survey results indicated that 95.5 percent of the principals used or modified the procedures. The majority of these principals (86.8 percent) perceived the procedures to be effective, in improving teacher performance. Multiple regression analysis (MRA) was used to test the predictive strength of the independent variables identified in this study. The variables, although significant at the .01 level, were not meaningful as predictors of principals' perceived effectiveness of EBO. The adjusted R² coefficient of determination was only 5.9 percent.","abstract_has_math":false,"creators":["Renzi, Cosimo Michael"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. 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This study surveyed Virginia's principals as to their use of and perceptions of the efficacy of the suggested EBO model. In addition, the study examined specific personal (age, years of administrative experience, membership in a teacher organization) variables and institutional (number of teachers in the school, number of teachers evaluated, EBO training, hours of EBO training) variables as possible predictors of the dependent variable, principal's perceived effectiveness of the suggested EBO procedures. The survey results indicated that 95.5 percent of the principals used or modified the procedures. The majority of these principals (86.8 percent) perceived the procedures to be effective, in improving teacher performance. Multiple regression analysis (MRA) was used to test the predictive strength of the independent variables identified in this study. The variables, although significant at the .01 level, were not meaningful as predictors of principals' perceived effectiveness of EBO. The adjusted R² coefficient of determination was only 5.9 percent."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An assessment of the principals' perceived use and effectiveness of the State of Virginia's suggested teacher evaluation procedures"]}]}],"canonical_facts":{"dc:contributor.department":["Educational Administration"],"dc:creator":["Renzi, Cosimo Michael"],"dc:date.accessioned":["2016-05-23T18:29:19Z"],"dc:date.available":["2016-05-23T18:29:19Z"],"dc:date.issued":["1977"],"dc:description.abstract":["The Virginia Department of Education suggested that its school divisions adopt an Evaluation by Objectives (EBO) teacher evaluation system as a means for its school divisions to satisfy the personnel evaluation section of the Standards of Quality mandate. 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