The purpose of the study was to determine the extent of use and experience that elementary school principals in Georgia have in analyzing, interpreting, and evaluating student achievement results to evaluate teacher performance. The study included components related to principal behaviors and comfort level surrounding the teacher evaluation process, including the impact of the principal's demographics on appraisal practices.
The study, organized through a qualitative methodology, used a closed-ended survey administered to all public elementary school principals in Georgia. Analysis of participants' responses resulted in specific and generalized findings related to principals' self-rated effectiveness and levels of comfort with 16-targeted teacher evaluation qualities.
The findings showed that Georgia elementary school principals struggled with effectively using multiple data sources, including student achievement results, when appraising teacher performance. However, results related to the principals' comfort level with this same behavior were not as definitive.
The data demonstrated that principals saw their most effective qualities as those statutorily defined by the teacher evaluation process itself. The most notable weaknesses identified by principals were associated with ongoing personal evaluation training and their ability to provide feedback and guidance to improve teacher performance.
Other results compared the principals' responses to the behavioral questions to their answers to the principals' demographic questions. Various trends surfaced from looking at the data in this way. Patterns identified with principals' teacher evaluation behaviors related to the principals' age, years of experience, length of time the individual had acquired and maintained a Georgia leadership certificate, and their post-baccalaureate degree level.
|Commitee:||Leslie, Ron, Moody, Mike|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, School administration|
|Keywords:||Evaluation, Leadership behavior, Principal, Principal training, Student achievement, Teacher effectiveness|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be