Browsing by Subject "Teacher performance"

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    Effectiveness of principals as evaluators of teachers
    (2009-10) Gregoire, Shirley Ann
    The purpose of this study was to gather perceptions of principals and teachers with regard to the effectiveness of principals as evaluators of teachers. Perceptions were reviewed within the context of seven standards across the four attributes of the personnel standards developed by the Joint Committee on Standards for Educational Evaluation (Joint Committee, 2009). These standards, organized by attributes, define quality personnel evaluation in education. The research was exploratory and utilized quantitative research methods. Principal and teacher participants were asked to identify their perceptions of the frequency with which principals followed effective evaluation practices. Teacher participants were also asked to identify the relative importance of the practices as a factor of effective evaluation. Because validity and reliability are of heightened importance when evaluation results are applied to performance pay decisions (Loup & Ellett, 1997), the study used perceptions of middle school principals and tenured teachers who participated in the Minnesota Q-Comp program (Q-Comp), a performance based merit pay system. An analysis of the findings indicated that principals are effective evaluators of teachers. Teachers rated principals as "Often" following the effective practices on 16 of the 24 practices. Principals' self ratings generally mirrored those of the teachers with principals frequently rating themselves higher. A further analysis based on the relative importance of each practice as ranked by teachers further supports principal effectiveness as evaluators. Principals' practices which are ranked higher in frequency are the practices that teachers identified as most important. Principals' practices that are ranked lower in frequency are of lower importance to the teachers. This study found that principals are effective evaluators of tenured teachers as determined by the frequency with which they follow national personnel evaluation standards. The study suggests implications for principal preparation programs and district in-service training based on the effective practice skills analysis. The study further suggests that principals are capable of assuming a significant role in tenured teacher evaluation in a performance pay system.
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    Exploring the Construct Validity of Principal Ratings as a Measure of Teacher Performance Using Meta-Analysis
    (2014-12) Logan, Kristi
    Multiple meta-analyses have been conducted exploring the relationships between subjective and objective performance, multi-source performance ratings, and ratings and personality. Rarely has this work included the occupation of teachers. This meta-analytic research explores three areas of teacher performance: (1) What is the relationship between principal ratings and student achievement scores? (2) What is the relationship between principal ratings and ratings completed by students, peers, parents, and other classroom observers, and the relationships between these ratings with one another? (3) What is the relationship between principal ratings and personality ratings completed either by the teacher (self-ratings) or others? Data was gathered from published and unpublished sources and analyzed using the Hunter and Schmidt (2004) psychometric meta-analytic method. The correlation between principal ratings and student gain was .17, similar to what has been found in the past (Medley and Coker, 1987). Value-added scores produced a greater relationship with principal ratings (r = .23) than when all gain results were used. Arithmetic tests (r = .24) exhibited the largest relationship with principal ratings. Multiple source rater data results found that principal ratings had moderate relationships between peers (r = .57), students (r = .31) and other classroom observers (r = .45). Student ratings exhibited their largest relationship with parent ratings, (r = .53). Self-ratings had low relationships with all other rating groups. Personality ratings generated either by teacher self-ratings or ratings by others using an overall prosocial personality factor correlated .28 and .45, respectively with principal ratings. Results using other ratings of personality showed that Conscientiousness and Emotional Stability are the most important for predicting high levels of performance (r = .23, for both). The results exploring the relationships between principal ratings and self-ratings of personality found low correlations for the global Big Five dimensions, ranging from -.11 to .06. Overall, this research provides new information about the relationships that principal ratings have with other criteria and predictors. It raises many questions that can be explored in future research.