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Author : Ingrid Constable
Publisher :
ISBN 13 :
Total Pages : 124 pages
Book Rating : 4.:/5 (531 download)
Download or read book Teachers' Perceptions of the Effectiveness of Performance Evaluation written by Ingrid Constable and published by . This book was released on 2003 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Lillian Nsalamu Lialabi
Publisher : GRIN Verlag
ISBN 13 : 3668938199
Total Pages : 117 pages
Book Rating : 4.6/5 (689 download)
Download or read book The effectiveness of performance appraisals for teachers in Kabwe District written by Lillian Nsalamu Lialabi and published by GRIN Verlag. This book was released on 2019-05-14 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thesis (M.A.) from the year 2014 in the subject Business economics - Personnel and Organisation, , course: Human Resource Mangement, language: English, abstract: The purpose of this quantitative and qualitative research was to assess the effectiveness of performance appraisals with regard to promotion in the Ministry of Education, Science, Vocational Training and Early Education in Kabwe District. There is a concern on how employees are rewarded by the way of promotion in the MOESVTEE in Kabwe District. Some teachers complain that, underserving teachers are those that get promoted at the expense of other hardworking teachers. The research used teacher’s effort, ability, role perception and performance as independent variables with promotion as the dependent variable. A cross sectional survey, structured questionnaire, simple random sampling was used to collect the data and multiple regression was used to analyze the data using mega start. Data was collected from 123 head-teachers, deputy-teachers and teachers using a questionnaire survey. Data was analyzed into two stages firstly it was checked for validity, reliability, identification outliners and normality of the data. Secondly multiple regression was conducted to test the hypotheses. Results from the survey indicate that, the Performance Appraisal system for teachers in Kabwe District is not effective. However, promotion practices were found to influence performance of teachers in the District. Teachers in the District have a negative perception on how promotions are carried out.
Author : Tiffany A. Lynch
Publisher :
ISBN 13 :
Total Pages : 163 pages
Book Rating : 4.:/5 (122 download)
Download or read book Examining Teacher Perceptions of the Stronge Teacher Effectiveness Performance Evaluation System written by Tiffany A. Lynch and published by . This book was released on 2019 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Stephen C. O'Pry
Publisher :
ISBN 13 :
Total Pages : 308 pages
Book Rating : 4.:/5 (757 download)
Download or read book Teacher Perceptions of a Standards-based Performance Appraisal System written by Stephen C. O'Pry and published by . This book was released on 2011 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study, conducted with 121 first-year teachers from a single suburban Houston area school district, provided insight into two key research questions: (1) What are the perceptions of new teachers regarding the PDAS as it was implemented on their campus? (2) What factors contribute to the perceptions of new teachers regarding the PDAS as it was implemented on their campus? This study was conducted in two parts. The first part was an online survey consisting of 24 Likert 4-point items designed to elicit responses regarding the individual teachers' experience with the standards-based evaluation. These survey scores were then totaled and ranked to determine the top and bottom scoring participants. The extreme scoring respondents participated in individual interviews regarding the specific contributing factors behind their perceptions of the evaluation. Interview data were then read and phenomena were coded to develop broad themes and sub-themes of information that occurred during each interview. The theme and subtheme codes were then organized into charts to reveal patterns between the highest and lowest survey rank participants. These patterns were analyzed to reveal factors that contributed to the negative and positive perceptions. This study found that the value a teacher placed on the evaluation process was influenced by the principal. In addition, teachers who felt well-prepared and well-supported by their peers and their principal viewed the experience positively, and teachers also placed a higher value on the process when they felt they received meaningful and timely feedback and/or were provided opportunity for self-reflection. Finally, this study found that the relationship teachers have with principals is not always a factor in their perception of the PDAS process.
Author : Winter, Kim K.
Publisher : IGI Global
ISBN 13 : 1522583548
Total Pages : 295 pages
Book Rating : 4.5/5 (225 download)
Download or read book Performance-Based Assessment in 21st Century Teacher Education written by Winter, Kim K. and published by IGI Global. This book was released on 2019-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
Author : Camille Durecki-Elkins
Publisher :
ISBN 13 :
Total Pages : 220 pages
Book Rating : 4.:/5 (371 download)
Download or read book The Relationship Between Teachers' Perceptions of Performance Appraisal and Job Satisfaction written by Camille Durecki-Elkins and published by . This book was released on 1996 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Edward Aguiles
Publisher :
ISBN 13 :
Total Pages : 348 pages
Book Rating : 4.:/5 (116 download)
Download or read book The Teachers' Perceptions of the Effectiveness of the Charlotte Danielson Framework for Teaching Teacher Observation/evaluation Model in New Jersey on Teacher Performance written by Edward Aguiles and published by . This book was released on 2015 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Ryan Curtis Most
Publisher :
ISBN 13 :
Total Pages : 291 pages
Book Rating : 4.:/5 (113 download)
Download or read book Teacher Perceptions of Student Growth Measures in Performance Evaluation written by Ryan Curtis Most and published by . This book was released on 2019 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: The accountability measures for schools originally outlined in the No Child Left Behind (NCLB) legislation established links between student and teacher performance. Race to the Top (RttT) initiatives and waivers for the original Elementary and Secondary Education Act (ESEA) legislation required these links be used for teacher accountability in the form of including student growth measures, value-added measures, or student achievement data into teacher performance evaluations. While the most recent renewal of ESEA, referred to as the Every Student Succeeds Act (ESSA), has removed this inclusion as a requirement, the language of ESSA still encourages the use for merit pay and compensation measures. While the intent is clear, to hold teachers accountable and hopefully, improve practice, the question occurs, how do teachers perceive these reforms? This qualitative narrative multiple case study examined those perceptions through the lived experiences of six core content teachers from a large mid-western middle school whose district has adopted an evaluation tool and process that allows for student growth measures to be included in a summative performance evaluation score. Through interviews, narratives, and shared artifacts, participants contributed to the understanding of the phenomenon. Each participant was treated as a separate case, and their in-depth interviews and responses to narrative prompts were analyzed using the three-dimensional narrative inquiry space. Cross-case analysis was used to analyze individual cases with the intent to identify similarities and differences across multiple cases. The results were used to answer the research question: How do teachers perceive the use of student growth measures in evaluations used for performance evaluation for intermediate grades teachers at an urban mid-western middle school?
Author : Gerald T. Schumacher
Publisher :
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.:/5 (89 download)
Download or read book Perceptions of the Impact of a Standards-based Teacher Evaluation System, Based on the Danielson Framework for Teaching Model, on Teaching and Student Learning written by Gerald T. Schumacher and published by . This book was released on 2004 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Diane M. Niederriter
Publisher :
ISBN 13 :
Total Pages : 294 pages
Book Rating : 4.:/5 (547 download)
Download or read book Principals' Perceptions of the Effectiveness of Teacher Evaluation Processes in Responding to Poor Performance written by Diane M. Niederriter and published by . This book was released on 2003 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Mabel S. Sowell
Publisher :
ISBN 13 :
Total Pages : 274 pages
Book Rating : 4.:/5 (292 download)
Download or read book Teachers' and Principals' Perceptions of the Effectiveness of Teacher Evaluation in Improving Teaching Performance written by Mabel S. Sowell and published by . This book was released on 1993 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Debra Lea Corkery
Publisher :
ISBN 13 :
Total Pages : 270 pages
Book Rating : 4.:/5 (45 download)
Download or read book Developmental Practices for Effective Teacher Evaluation written by Debra Lea Corkery and published by . This book was released on 1999 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this study was to analyze differences among teachers' perceptions of their effectiveness when using mandatory enrichment plans against voluntary enrichment plans, and/or no enrichment plans the process of developmental evaluation. At present several districts in Missouri have implemented a voluntary plan for two to four years. A few districts in the state mandate development plans. Some districts have no enrichment plan in place. Those districts with voluntary plans ask teachers to take some personal responsibility for their professional development over a three-year period. Conclusions . This research study supports the observation that teachers' perceptions about performance evaluation plans were significantly different depending upon the type of professional growth plan used by their district. Second, this study determined that teachers' perceptions about the impact on instructional performance were different depending upon the type of professional growth plan used by their district. Finally, this study determined that teachers' perceptions about the level of involvement were different depending upon the type of professional growth plan used by their district.
Author : Chun-Yin Shirley Tse
Publisher : Open Dissertation Press
ISBN 13 : 9781361451670
Total Pages : pages
Book Rating : 4.4/5 (516 download)
Download or read book Teachers' Perceptions of the Introduction of an Appraisal System in a Secondary School in Relation to Professional Development written by Chun-Yin Shirley Tse and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of the Introduction of an Appraisal System in a Secondary School in Relation to Professional Development" by Chun-yin, Shirley, Tse, 謝俊賢, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT This study examines the perceptions of teachers towards the possible implementation of a formal appraisal system in a school in Hong Kong. The literature review on the purposes and outcomes of appraisal, the relationship and tensions between appraisal and professional development provides the conceptual framework for the research and the basis for the formulation of the research questions. Data were obtained from various sources including a set of questionnaire distributed to 50 teachers in the school under study, semi-structured interviews with five chosen teachers and participant observation made by the researcher. All these data were compared and analyzed. Research findings showed that teachers perceived appraisal to be for professional development, promotion and for the school authority to monitor teachers' performance. However, the school management perceived appraisal to be solely for teachers' professional development and school improvement. Teachers also perceived that there were tensions between the purposes of professional development and accountability, but clearly identified appraisal purposes before ithe implementation of it could help reduce the tensions. Almost all the teachers agreed a formal appraisal system was necessary in the school. Teachers were usually concerned about the way appraisal would be conducted and whether the system would be fair and open whereas the school management was concerned about the readiness and acceptance of teachers towards appraisal. Both teachers and the principal regarded lesson observation very significant in appraisal. Most teachers chose the subject panel heads and the principal to be the appraisers instead of their peers. Data also indicated that there was a discrepancy on the expected usage of the appraisal results between the teachers and the principal. Nonetheless, both parties regarded the benefits of appraisal to be teachers' professional development and improvement in student's learning. Finally, it is hoped that the research findings on the teachers' perceptions towards the introduction of appraisal can have some practical implications for the implementation of a formal appraisal system and the design of appropriate professional development activities in the local context. ii DOI: 10.5353/th_b3763874 Subjects: High school teachers - China - Hong Kong - Attitudes High school teachers - Rating of - China - Hong Kong Teacher effectiveness - China - Hong Kong
Author : Jane Ford-Brocato
Publisher :
ISBN 13 :
Total Pages : 162 pages
Book Rating : 4.:/5 (558 download)
Download or read book Teacher and Administrator Perceptions of Teacher Performance Evaluation Systems in Two Georgia Public Schooll Districts written by Jane Ford-Brocato and published by . This book was released on 2004 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Annette F. Fecera
Publisher :
ISBN 13 :
Total Pages : 94 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teachers' Perceptions of Performance Pay Systems written by Annette F. Fecera and published by . This book was released on 2015 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of twenty-two teachers regarding teacher performance pay models and the evaluating factors that are associated with this type of compensation method. Data were collected from elementary and middle school teachers in one public school district in Colorado that currently uses a performance pay model. This qualitative study incorporated the use of an electronic survey, four open-ended responses, and telephone or Skype interviews to obtain data regarding teacher performance pay models. The findings of this study suggested that teachers appreciate that performance pay models can improve compensation for young teachers and for effective educators. However, the study indicated that teachers do not believe that performance pay models increase student achievement and might lead to competition among teachers, which is not academically beneficial to students. In this study, the elementary and middle school teachers expressed the belief that teachers should have input about the design and evaluating factors of a performance pay model in order to ensure the program's success.
Author : Melicety Wilcox-Deatherage
Publisher :
ISBN 13 :
Total Pages : 59 pages
Book Rating : 4.:/5 (895 download)
Download or read book The Perceptions of Elementary School Teachers Regarding Performance-based Evaluations written by Melicety Wilcox-Deatherage and published by . This book was released on 2014 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development and implementation of an accurate teacher evaluation system continues to be a controversial topic in public education. Educational researchers study a variety of teacher evaluation systems searching for a fair and balanced method. Policy makers searching for an accurate form of evaluation believe that student achievement data should be included in teacher evaluations. Performance- Based evaluation was created in order to test the effectiveness of teachers and hold them accountable for student achievement, but questions continue to arise as to the validity of this evaluation method. This study examined the perceptions of elementary school teachers on performance-based evaluation. Four research questions were developed based on the components of performance-based evaluation. Nine interview questions were generated to investigate teacher perceptions of teacher evaluation and student achievement, sources of information for teacher evaluation, the accuracy of performance-based evaluation, and types of teacher incentives that may be included as part of performance-based evaluation. Four teachers, two of which currently participate in performance-based evaluations were interviewed. Their responses were coded to discover overarching themes and commonalities. Through the analysis of the responses, this researcher found that teachers are searching for a fair and balanced method of teacher evaluation and believe that performance-based evaluation could be the answer, if it is implemented correctly.
Author : Allan A. Glatthorn
Publisher : Association for Supervision & Curriculum Development
ISBN 13 : 9780871202758
Total Pages : 0 pages
Book Rating : 4.2/5 (27 download)
Download or read book Differentiated Supervision written by Allan A. Glatthorn and published by Association for Supervision & Curriculum Development. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiated supervision is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive. The differentiated model provides intensive development to nontenured teachers and to tenured teachers with serious problems. The rest of the faculty receive options for fostering their professional development, working in collaborative teams or opting for a self-directed approach. This book describes a model of differentiated supervision and offers suggestions for its implementation. Chapter 1 presents a rationale for differentiated supervision and briefly describes its components. Chapter 2 explains the foundation elements needed by all teachers to make the model work effectively. The third chapter describes processes for fostering the learning-centered classroom, with a focus on learning outcomes. Chapters 4 through 6 explain how each of the following developmental options works: providing intensive development; fostering cooperative professional development; and facilitating self-directed development. The seventh chapter focuses on the evaluative options in a differentiated system, which distinguishes between two types of evaluation--intensive evaluation and standard evaluation. The final chapter offers suggestions for developing local models appropriate to an individual district's needs and resources. Contains 11 figures and an appendix listing schools using the differentiated model. References accompany each chapter. (LMI)
