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ERIC Number: ED554939
Record Type: Non-Journal
Publication Date: 2013
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-7695-1
ISSN: N/A
Implementation Issues of a Standards-Based Teacher Evaluation System: Perceptions of Campus Administrators
Nixon, Lisa
ProQuest LLC, Ed.D. Dissertation, University of Houston-Clear Lake
The purpose of this mixed methods study was to determine the key implementation issues of a standards-based teacher evaluation system as perceived by campus administrators. The 80 campus administrators that participated in this study were from six public school districts located in southeastern Texas that serve students in grades Kindergarten through 12th grade. This mixed methods study was conducted in two phases with the first phase consisting of an online survey instrument administered to campus administrators. The second phase of the study consisted of six individual, semi-structured interviews of participants with extreme scores from the survey. The data from the interviews were coded to determine overarching themes and subthemes. Collectively the quantitative data from the questionnaire and the qualitative data from the interviews revealed five major themes with regard to implementation issues of a standards-based teacher evaluation system as perceived by campus administrators. These themes included: time, ineffective teachers receiving high scores on the PDAS instrument, the format and design of the PDAS instrument, the misconception among teachers that "Proficient" performance is bad, and no barriers to implementation. Quantitative analysis demonstrated that there was not a significant difference between the instructional level of the administrator and a campus administrator's perception of the PDAS teacher evaluation system. Quantitative analysis also found that the subject area background of the administrator did not influence a campus administrator's perception of the PDAS teacher evaluation system. Administrators in this study indicated the PDAS teacher evaluation system adequately accomplishes the purposes for which it was designed and that the teacher evaluation system has a moderate impact on teaching and classroom instruction at their school. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas