The perceptions of secondary school teachers, principals and education officers of the administrative procedures, content and use of a teacher performance evaluation instrument for Jamaican schools

Citation data:

ETD Collection for AUC Robert W. Woodruff Library

Publication Year:
1990
Usage 465
Downloads 450
Abstract Views 15
Repository URL:
http://digitalcommons.auctr.edu/dissertations/658; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=2192&context=dissertations
Author(s):
Williams, Claudette H.
Publisher(s):
DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
Tags:
Education
thesis / dissertation description
This study was designed to investigate the perceptions of secondary level teachers, principals and education officers in Jamaica on the content, administrative procedures and use of teacher performance evaluation. Using the stratified random sampling technique, a sample of 480 teachers, 30 principals and 6 education officers was selected from 30 high and new secondary schools. Analysis of variance, Scheffe's test of significance, the Student "t" and crosstabulations were used to test the hypotheses and research questions posed. The primary findings indicated: 1. a significant difference at the .001 level among teachers, principals and education officers on content; 2. no significant differences in the perceptions of teachers, principals and education officers on administrative procedures and use of evaluation information; 3. significant differences at the .05 level for high and new secondary school teachers on content; 4. significant differences at the .002 and .000 levels respectively for high and new secondary school teachers, in terms of qualifications, on administrative procedures and use of teacher evaluation; 5. significant differences at the .001 and .043 levels respectively for high and new secondary school teachers, in terms of years teaching experience on administrative procedures and use of teacher evaluation; 6. no significant differences between high and new secondary school principals on any variable. The findings also indicated that: 7. heads of departments should be the primary evaluators; 8. teachers should receive a copy of their evaluation report; 9. all teachers should be evaluated. The findings suggested that the differences of opinions and understanding of the teacher performance evaluation process among the three subsamples could affect the successful development and implementation of a teacher performance evaluation system in Jamaica. The main recommendations were that the Ministry of Education should: 1. ensure the representation and participation of all the stakeholders in the teacher evaluation exercise; 2. in conjunction with the Jamaica Teachers' Association, conduct seminars on teacher evaluation to ensure a common understanding among stakeholders; 3. train evaluators to conduct teacher evaluations.