ERIC Number: ED105637
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
Failures of Communication in the Evaluation of Teachers by Principals. Technical Report No. 43.
Thompson, June E.; And Others
This paper describes how the evaluation of teachers by principals is hampered by difficulties in communication. The 131 teachers and 33 principals questioned did not agree on how much teachers knew about the way they were evaluated. Nor did they agree on the frequency of evaluations; the teachers reported less frequent evaluation than the principals believed they communicated. The lower the frequency of communicated evaluations reported by teachers, the more dissatisfied were the teachers and the less helpful were the evaluations in improving the quality of their teaching. Two schools were selected for more intensive examination. They differed dramatically in the frequency of evaluation by principals, and the pattern of findings in the two natural settings strongly supported the results of the statistical analysis of the larger sample. The current very low frequency of teacher evaluations in many schools is not providing adequate guidance for teachers. An increase in the frequency of evaluation would increase teacher satisfaction, increase the teachers' belief that evaluations can provide helpful guidance, and decrease the teachers' sense of threat to their professional autonomy. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.