Linking Teacher Evaluation, Professional Growth, and Motivation: A Multiple-site Case Study
The primary purpose of this study was to investigate the nature of the activities, processes, and structures used to link a teacher evaluation program to professional growth and motivation. A total of 52 teachers in the Johnson City School System, who were scheduled for evaluation during the 1994-95...
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| Format: | Others |
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Digital Commons @ East Tennessee State University
1995
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| Online Access: | https://dc.etsu.edu/etd/2817 https://dc.etsu.edu/cgi/viewcontent.cgi?article=4208&context=etd |
| Summary: | The primary purpose of this study was to investigate the nature of the activities, processes, and structures used to link a teacher evaluation program to professional growth and motivation. A total of 52 teachers in the Johnson City School System, who were scheduled for evaluation during the 1994-95 school year, were selected by both random and purposeful sampling techniques to participate. Data were collected through both quantitative and qualitative methods. Principals of the nine schools involved also participated in the naturalistic inquiry component of the study. Data were analyzed both deductively and inductively. The analysis revealed attitudes, behaviors, and perceptions of those involved in the implementation of a growth-oriented approach to teacher evaluation. What were the reasons for the success or failure of the program? Through data analysis the investigator identified 12 critical elements within four major categories that influence the linking of teacher evaluation, professional growth, and motivation. The four major categories are: characteristics of the culture, characteristics of the administrator, characteristics of the teacher, and characteristics of the process. The 12 critical elements were identified as follows: a trusting environment; collaborative relationships; high expectations of growth; administrators who are facilitators or coaches and resource providers; teachers who are mature, responsible, and self-directed; and a continuous process that is individualized, formative, and structured. Based on the findings, the following recommendations were suggested: (1) assess the culture of the school before implementing the Professional Teacher Evaluation Model, (2) provide training for teachers and administrators, (3) allow teachers to choose professional growth options, (4) identify teachers' level of readiness for self-directive learning, (5) emphasize importance of the principal's role, (6) ensure presence of the 12 critical elements identified, and (7) implement the Professional Teacher Evaluation Model as the professional growth option of the proposed Tennessee State Model for Local Evaluation. |
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