ERIC Number: ED419832
Record Type: RIE
Publication Date: 1998-Apr
Conceptions of Teacher Evaluation Criteria: A Principal Components Analysis.
Margolin, Marcia E.; Forsbach, Terri A.; Griesemer, Bonnie A.
This study examined the conceptions of teacher evaluation criteria of 9th- and 12th-grade teachers and administrators. Four representative members of each group (n=12) were interviewed and asked to identify and define indicators of instructional practice based on the context of their allocated roles and experiences. It was hypothesized that conceptions of the criteria for teacher evaluation would vary according to the interviewed subjects' organizational positions as teachers or administrators. Variables were constructed from the responses of those interviewed and entered into a principal components analysis. Inspection of the scree plot and eigenvalues revealed three components that accounted for 68% of the data. Ninth-grade teachers, twelfth-grade teachers, and administrators differed in their conceptions of teacher evaluation criteria. Ninth-grade teachers focused on management and discipline issues. Twelfth-grade teachers emphasized content material and student achievement. Administrators noted that teacher commitment and general instructional behaviors and skills were important attributes to consider for evaluation. (Contains 2 tables and 17 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).