| Summary: | This study reports on an investigation of the effects of two methods of teacher evaluation on the attitudes of teachers and principals concerning the method of teacher evaluation in which each subject participated. The data indicate several broad implications. Teachers who were evaluated by the CT method had a significantly more positive feeling that teacher evaluation is more likely to be used for the improvement of instruction than teachers who were evaluated by the ADT method. CT teachers also had a more positive attitude toward their evaluation as a professional process. CT teachers had a generally more positive attitude toward evaluation, Department Chairpersons/Lead Teachers, and the principal as an instructional leader than did the ADT teachers. However, these latter differences were not significant and represented only a general attitude. Principals showed no significant difference in their attitudes as affected by the two methods of teacher evaluation. Principals who had used both methods felt that the CT method provided them more opportunity to provide instructional leadership for their teachers. The findings indicate that, although the method of teacher evaluation may have no major impact on teacher attitudes, administrators who believe that teacher evaluation should be used to improve instruction need to consider using a team approach to the establishing of instructional goals for the purpose of evaluating teachers. Administrators who want their teachers to feel that teacher evaluation is a professional process would be better served by the Collegial Technique.
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