Date of Award

1983

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate School

First Advisor

Thomas Cy Coleman

First Committee Member

Robert R. Hopkins

Second Committee Member

Heath Lowry

Third Committee Member

Joseph L. Anastasio

Fourth Committee Member

Marge Bruce

Abstract

The difficulty in developing an effective program of teacher evaluation is seen in the literature as stemming from the administrators' and teachers' different perspectives of evaluation. In this tenor the problem investigated four facets of an evaluation process: the need, purpose, procedure, and result of a teacher evaluation program found in evangelical Christian schools. The purpose was fourfold: To compare the responses of the experienced, Christian day-school teacher to those of the administrator of the Christian day-school as to the (1) need, (2) purpose, (3) procedure, and (4) result of an evaluation process found in their schools. The study was conducted in sixty-six Christian schools throughout California. Each institution had an enrollment of 400 students or more and a teaching staff of twelve or more members. An instrument based on Redfern's evaluation plan was used to survey the population. One-way analysis of variance procedures was used to test Hypotheses 1-11. The findings showed differences in agreement with respect to responses among Christian educators in terms of their perceptions of a teacher evaluation process. There were many differences with regard to having a need for an evaluation process and its results. Differences were evidenced with respect to purposes of an evaluation process. There were a few differences with regard to guidelines in evaluation procedures. There were many differences in terms of characteristics of and post-activities following an evaluation conference, appropriateness of the criteria for evaluations, and the attempt of the administration to clearly define criteria used. However, the findings evidenced agreement with regard to having a pre-conference and what areas are discussed within that conference. Further replication studies among schools with enrollment of less than 400 and fewer than twelve teachers, studies using other experts' evaluation plans, broadening of the school of the study to a national survey and studies indicating what priorities of evaluation may exist are recommended.

Pages

147

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