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ERIC Number: EJ1021929
Record Type: Journal
Publication Date: 2014-Feb-13
Pages: 58
Abstractor: As Provided
ISSN: ISSN-1207-7798
Administrators' Views on Teacher Evaluation: Examining Ontario's Teacher Performance Appraisal
Maharaj, Sachin
Canadian Journal of Educational Administration and Policy, n152 Feb 2014
This study examines the views of administrators (i.e., principals and vice-principals) in Ontario, Canada, with regard to the province's Teacher Performance Appraisal process. A total of 178 responses were collected from a survey that examined five areas: 1) preparation and training; 2) classroom observations; 3) preparing the formal evaluation; 4) the impact on teaching practice; and 5) improving the process. Results indicate that administrators did not receive extensive training and, of the training they did receive, most did not find it very useful. Most administrators did not feel strongly that the classroom observations adequately assessed teacher practice and most did not feel that there had been substantial improvement in teacher practice in their schools as a result of the process. The most common suggestions for improvement were to have more classroom observations, some of which are unannounced; to evaluate teachers more frequently; and to have more than two rating categories.
Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A