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ERIC Number: ED322630
Record Type: RIE
Publication Date: 1990-Apr
Pages: 32
Abstractor: N/A
The Relationship between Secondary Principals' Evaluation of Teachers and Pupil Achievement.
Purser, Susan R.; And Others
The relationship between teacher effectiveness, as measured by residualized student grades, and teacher evaluations by secondary principals is analyzed in this study. The two-step methodology involved baseline data collection and an effectiveness development phase. In the first phase, demographic variables were obtained from personnel files of 145 teachers and from school district students enrolled in English, mathematics, science, and social studies. Data were also collected from principals' teacher evaluation reports. The effectiveness development phase established regression coefficients for student demographic variables and classified levels of teacher effectiveness from a stratified random sample of 87 high school teachers. Multiple discriminant analysis was then used to test the relationship between principals' evaluations of teachers and teacher effectiveness based on student achievement after controlling for certain student variables. Findings indicate that the use of a secondary principals' evaluation process is teachers (44 black, 43 white; 54 female, 33 male; content areas of English, mathematics, science and social studies). Multiple discriminant analysis was then used to test average, average, and below average. However, principals' evaluations effectively identified the most effective teachers. Recommendations are made for: (1) inclusion of student contextual factors in teacher evaluations; (2) assessment of pupil achievement prior to conducting teacher training and evaluation; and (3) application of the model to evaluations of buildings and systems and to elementary-secondary education. Statistical tables are presented. (12 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).