This study examined the perceptions held by teachers, principals, superintendents, and school board members on various aspects of teacher evaluation. A focus of the study concerned perceptions relating to the primary purposes of teacher evaluation.
A survey instrument was distributed to teachers, principals, superintendents, and school board members in 59 Massachusetts suburbs. The study featured the distribution of 531 surveys; 288 were returned. The survey consisted of 31 statements. Participants were asked to respond to each statement using a five point Likert scale. Statements focused on accountability and professional development aspects of teacher evaluation and probed perceptions regarding practices in the participating districts. The study also included two narrative response questions and nine questions relating to demographic variables. The Analysis of Variance (ANOVA) and the Scheffe Test of Multiple Comparisons were used to determine statistically significant differences among the four groups. Data collection also included 16 follow-up telephone interviews.
The results of this study indicated that there were statistically significant differences among the perceptions of teachers, principals, superintendents, and school board members relating to the purposes of teacher evaluation. School board members and teachers were less positive about most aspects of teacher evaluation than were principals and superintendents. All four groups agreed that there should be a link between professional development and evaluation but they did not perceive the relationship in their districts. Teachers did not see themselves as involved in the development of evaluation instruments and procedures. All groups agreed that the process of evaluation causes stress on the part of teachers.
The findings of this study indicate that teachers, principals, superintendents, and school board members do not share many perceptions about teacher evaluation. This study also suggests that school districts must work to establish consensus about the purposes of teacher evaluation before a new program is designed.
