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Teacher evaluation: Assessing princi...

Fisicaro, Robert J.

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Teacher evaluation: Assessing principals' perceptions in the state of New Jersey.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher evaluation: Assessing principals' perceptions in the state of New Jersey./
Author:	Fisicaro, Robert J.
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0486.
Contained By:	Dissertation Abstracts International71-02A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3391110
ISBN:	9781109627886

Teacher evaluation: Assessing principals' perceptions in the state of New Jersey.
Fisicaro, Robert J.

Teacher evaluation: Assessing principals' perceptions in the state of New Jersey. - 140 p.

Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0486.

Thesis (Ed.D.)--Liberty University, 2010.

This dissertation describes a study assessing New Jersey school principals' attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Four-hundred sixty-two building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, level of school, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Principals were neutral to agreeable on two of the constructs measured -- student learning and partnership. Principals were neutral to the construct that evaluation procedures should be differentiated for teachers. Participants were not consistent in their responses to questions that were grouped together to measure a common construct. A MANOVA was completed to examine different perceptions among sub groups. Principals in the sub group of 16-20 years of experience had higher mean scores for the construct of teacher evaluations as an ongoing process. No additional differences by construct were identified among the sub groups. Cronbach's alpha was utilized to measure the reliability of the survey instrument.

ISBN: 9781109627886Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher evaluation: Assessing principals' perceptions in the state of New Jersey.
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100 1 $a Fisicaro, Robert J. $3 1674279
245 1 0 $a Teacher evaluation: Assessing principals' perceptions in the state of New Jersey.
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0486.
500 $a Adviser: Mark Angle.
502 $a Thesis (Ed.D.)--Liberty University, 2010.
520 $a This dissertation describes a study assessing New Jersey school principals' attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Four-hundred sixty-two building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, level of school, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Principals were neutral to agreeable on two of the constructs measured -- student learning and partnership. Principals were neutral to the construct that evaluation procedures should be differentiated for teachers. Participants were not consistent in their responses to questions that were grouped together to measure a common construct. A MANOVA was completed to examine different perceptions among sub groups. Principals in the sub group of 16-20 years of experience had higher mean scores for the construct of teacher evaluations as an ongoing process. No additional differences by construct were identified among the sub groups. Cronbach's alpha was utilized to measure the reliability of the survey instrument.
590 $a School code: 1052.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0449
690 $a 0727
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 71-02A.
790 1 0 $a Angle, Mark, $e advisor
790 1 0 $a Schneider, Charles $e committee member
790 1 0 $a Power, Thomas $e committee member
790 $a 1052
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3391110