ERIC Number: ED404331
Record Type: Non-Journal
Publication Date: 1996-Nov
Reference Count: N/A
Linking Teacher Evaluation, Professional Growth, and Motivation: A Multiple-Site Case Study.
Wagner, Nancy C.; Hill, Marie S.
The primary purpose of this study was to investigate the nature of the activities, processes, and structures used to link a teacher evaluation program to professional growth and motivation. A total of 52 teachers in the Johnson City (Tennessee) School District were selected by both random and purposeful sampling techniques to participate. Data were collected through quantitative and qualitative methods. Principals of the nine schools involved also participated in the naturalistic inquiry component of the study. Analysis of data revealed attitudes, behaviors, and perceptions of those involved in the implementation of a growth-oriented approach to teacher evaluation. The study identified critical elements within four major categories that influence the linking of teacher evaluation, professional growth, and motivation. The four major categories are: characteristics of the culture, characteristics of the administrator, characteristics of the teachers, and characteristics of the process. The critical elements were identified as follows: (1) a culture characterized by a trusting environment, collaborative relationships, and high expectations of growth; (2) administrators who are facilitators or coaches and resource providers; (3) teachers who are mature, responsible, and self-directed; and (4) a continuous process that is individualized, formative, and structured. (Contains 23 references.) (Author/ND)
Descriptors: Administrator Characteristics, Case Studies, Collegiality, Educational Environment, Elementary School Teachers, Elementary Secondary Education, Evaluation Methods, Faculty Development, Higher Education, School Culture, Secondary School Teachers, Teacher Attitudes, Teacher Characteristics, Teacher Evaluation, Teacher Motivation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A