- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- A comparative study of evaluation participants' perceptions of their respective systems of teacher evaluation in two Georgia school districts, 2003
- Creator:
- Mason, Ruby D.
- Date of Original:
- 2003-05-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- This study probed the essence of two different systems of teacher evaluation as they existed in two Georgia school districts and described the differences and relationships existent among evaluators and evaluatees in the aforementioned school districts relative to: (1) their personal understanding of their school districts' systems of teacher evaluation in terms of policy, purpose, practice, and utility; (2) their perceptions of the methods used by supervisory staff to communicate about their respective systems of teacher evaluation; (3) their perceptions of the efforts system administrators or principals make to communicate about teacher evaluation; (4) their perceptions of the results of the efforts made by supervisory staff to communicate about teacher evaluation: and (5) their general perceptions of their respective systems of teacher evaluation in terms of overall effectiveness. The core assumptions of this research contended that evaluation participants' perceptions of their respective teacher evaluation programs are shown to be dependent upon the extent to which their respective supervisors use effective methods of communication to ensure their thorough understanding of teacher evaluation programming in terms of policy, purpose, practice, and utility. The researcher implemented a quantitative descriptive-analytical research design to acquire the purpose of this study. The two school districts participating in this research study were classified into two cases as: (1) Case A: a Georgia school district that implemented the state-adopted Georgia Teacher Evaluation Program; and (2) Case B: a Georgia school district that implemented an Alternative Teacher Evaluation Program. The researcher used the document analysis process to analyze documents associated with teacher evaluation programming in the two Georgia school districts participating in this research study and used varying statistical tools to analyze evaluation participants' responses to statements associated with an administered questionnaire-survey which was provided to each type of evaluation participant in the cases under study. The researcher found that the essence of teacher evaluation for Case A was the use of teacher evaluation programming as an accountability tool, while the essence of teacher evaluation programming in Case B was the use of teacher evaluation as a tool for professional development or growth. The results of Independent Sample t-Tests and One-Sample Chi-Square Tests revealed either significant differences in the perceptions or in the responses of evaluation participants across and within the cases under study on certain dependent variable scale statement items. Furthermore, the results of the researcher's use of Pearson Correlation Coefficients highlighted the existence of significant relationships associated with evaluation participants' perceptions of certain dependent variable scale statement items used in this research study.
Date of award: 2003-05-01
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Education
Advisor: Gregory, Shelia - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2003_mason_ruby_d
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
