Factors associated with teacher evaluation

Date

1988

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Abstract

This study examined the effect of evaluator and teacher variables on attitude about evaluation. The evaluator's supportive and directive behaviors, the teachers' professionalism and collegial behaviors, and the threat to self-esteem in the rating were examined in relation to (1) stress experienced, (2) perceived utility of the system, and (3) the perceived validity of the system. The Organizational Climate Descriptive Questionnaire - Revised Secondary (OCDQ-RS) and an Attitude Questionnaire were distributed to 43 secondary schools in 13 districts in the Houston Metropolitan Statistical Area. Multiple regression was used to analyze the responses of 1,391 teachers. Total variance explained by teacher, supervisor, and threat variables was examined, as well as the additional contribution to explained variance which each group made. The evaluator's supportive and directive behaviors together accounted for a significant difference in perceived utility and perceived design of the evaluation system. The more supportive the evaluator, the more teachers saw the system as being useful and well-designed, however support for the importance of directive evaluator behavior in perceived utility and design was not found. Evaluator behavior appeared important in accounting for stress also. The more supportive and less directive the evaluator, the lower the stress experienced by teachers. The teacher's professional and collegial behaviors made significant additional contributions to explained variance in all dimensions of attitude about evaluation. The lower the engagement and higher the frustration of the teachers, the more stress was experienced; while support for the effect of intimacy on stress was not found. The higher the frustration and lower the intimacy of teachers, the lower the perceived utility; while support for the effect of engagement on utility was not found. The higher the engagement and frustration, and the lower the intimacy, the lower the perception of the evaluation system's design. Threat to self-esteem in the rating appeared to make significant additional contributions to explained variance in perceived utility and design, but support for a relation between threat and stress was not found. The significant new finding in this study was the importance of teacher variables and threat to self-esteem in all areas of attitude about evaluation.

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Keywords

Teachers--Texas--Houston Metropolitan Area--Rating of

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