High school teachers' and administrators' perceptions of the teacher evaluation process in California's public schools
This dissertation is a quantitative research study on the teacher evaluation process in California public schools, with a special focus on high school. There is a widely held belief that supervision and evaluation of teachers is one of the key duties of the site administrator. Despite this widely held belief, the present evaluation system has little impact on teacher practice, and the resulting student achievement or the continued success and improvement of public school education.
Although informal evaluation of teachers have been used in America dating back to colonial times, formal evaluations systems were primarily summative in nature, used to determine if a teacher was to be retained or dismissed. This approach provides marginal benefits for experienced teachers. Since the 1970s, and the start of almost universal use of formal teacher evaluation processes, researchers have been recommending the use of a more formative approach, one that provided the recipient with guidance for improvement.
The aim of this research is to provide quantitative data on the perception held by teachers and site administrators concerning the current California public school teacher evaluation process in other to increase the understanding of the evaluation system. To this end, a statewide computer survey of teachers and site administrators was used to collect quantitative data on the attitudes and perceptions of the current teacher evaluation system. All data was collected during the same time frame using a thirty-six question Likert style Internet survey. The data was analyzed by comparing a series of independent variables to two dependent variables, an index of teacher and administrator perception of adherence to standards and an index of satisfaction with the current method of teacher evaluation. The independent variables were respondent's current position, school's Annual Performance Indicator (API) score as it related to being over 800 or below 800, district size, and years of experience.
The findings revealed dissatisfaction with the current evaluation system in a number of areas, including a lack of improvement for teacher instructional practices, little information to guide staff development, the negative impact of collective bargaining, teacher tenure, and insufficient administrative time and training.
0530: Teacher education
0533: Secondary education