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ERIC Number: ED551532
Record Type: Non-Journal
Publication Date: 2012
Pages: 84
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9688-2
The Relationship between Student Achievement and the Predictors of Principals' Evaluation of Teachers and Teachers' Self-Evaluation
Sroczynski, Tammy L.
ProQuest LLC, Ed.D. Dissertation, Roosevelt University
A study incorporating components of a standards based model of teaching (Danielson, 2007) was undertaken to examine the relationship between the principal's evaluation of the teacher's effectiveness, the teacher's self-evaluation of effectiveness, and student achievement. Participants were solicited from a large school district and contact was made with 17 principals and 85 third grade teachers. An anonymous 20-item questionnaire was developed requiring the rating of teacher performance factors aligned with three domains on a 7-point scale according to their effectiveness. A reliability analysis was run using Cronbach's alpha, and produced a reliability coefficient of 0.94 overall. Three research hypotheses were formulated that involved running Pearson correlations. A positive relationship between the principal's evaluation of a teacher's effectiveness and student achievement was found for math, but not reading. However, this relationship, while significant, was low in strength (r = 0.27). An unexpected negative relationship occurred between the teacher's self-evaluation and achievement in both subjects. Finally, the analysis between the principal's evaluation of a teacher's effectiveness and a teacher's self-evaluation yielded a very weak negative correlation. Implications for the leadership role of the principal in the teacher evaluation process are discussed. Based primarily on a review of the literature, recommendations for future research include the need for a larger sample size, using an evaluation model that incorporates standards-based effective teaching criteria and a rubric with detailed descriptions of practice at each performance level, multiple evaluators who have received high quality training, and the use of criterion referenced tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A