Dissertation/Thesis Abstract

A study of the attitudes and opinions of southwest Missouri educators regarding the value and outcome of the performance based teacher evaluation process
by Adams, Andy Alan, Ed.D., Lindenwood University, 2009, 135; 3390229
Abstract (Summary)

Never before in the history of education has there been more scrutiny of our public schools. With the increased accountability due to the passage of No Child Left Behind legislation and the pressure to perform adequately in international testing, it is imperative that high quality teachers fill the classrooms of America's schools. It is paramount that the evaluation process produces qualified teachers to meet the needs of our students. In this descriptive, qualitative study, educators were observed without intervention concerning their attitudes and opinions regarding the evaluation process. While teachers were overwhelmingly in favor of being evaluated, few felt that they benefited professionally from the process. The majority of those surveyed felt that all involved in the evaluation process were qualified to do their respective jobs. Teachers strongly believe that non-tenured teachers should be evaluated more often than those who were tenured. Teachers surveyed were from schools ranging in size from 250 students to 3,850 students and were involved in teaching at all levels from K-12.

Indexing (document details)
Advisor: Reid, Terry
Commitee: Kopp, Kevin, Neeley, Howard
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 71/02, Dissertation Abstracts International
Subjects: Educational evaluation, School administration
Keywords: Missouri, No Child Left Behind, Teacher evaluation, Tenure
Publication Number: 3390229
ISBN: 978-1-109-58383-0
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