Current Search: Teachers--Rating of--Florida (x)
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- Title
- AN ANALYSIS OF TEACHERS' PERCEPTIONS OF TEACHER EVALUATION PRACTICES IN PALM BEACH COUNTY, FLORIDA.
- Creator
- WEBBER, WILHELMENA SWEET., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
This study is a descriptive analysis of a population of public school teachers in the Palm Beach County School System. The Palm Beach County School System is the largest in geographical area of the school systems east of the Mississippi River and is presently composed of eighty-four (84) schools. The purpose of this study was to: (1) to discover what teachers perceive to be present practices in the teacher evaluation process, (2) to discover what teachers perceive to be desired practices in...
Show moreThis study is a descriptive analysis of a population of public school teachers in the Palm Beach County School System. The Palm Beach County School System is the largest in geographical area of the school systems east of the Mississippi River and is presently composed of eighty-four (84) schools. The purpose of this study was to: (1) to discover what teachers perceive to be present practices in the teacher evaluation process, (2) to discover what teachers perceive to be desired practices in the teacher evaluation process, and (3) to gain some new insights concerning these perceptions, which hopefully will help to develop better practices of evaluating teachers. The stratified random sampling technique was used to select the participants in the study. A list containing the names, addresses, teaching assignment, race, sex and teaching status of all teachers in Palm Beach County was used to draw independent random samples from each stratum. The instrument used in this study was a questionnaire developed by the investigator. Because of the ordinal nature of the data, a Likert-type scale was used which presented selected issues identified in the literature. The instrument yielded information concerning teachers' perceptions of present practices and desired practices in the teacher evaluation process. It was found that there are discrepancies between what selected teachers perceive to be present practices of teacher evaluation and what they perceive to be desired practices of teacher evaluation. As a result of the data collected and analyzed, the following recommendations are offered: 1. Design and implement county-wide in-service workshops that would prepare all administrators and supervisors to evaluate teachers. Programs designed to improve the evaluating skills of administrators and supervisors are of paramount importance. Such programs should aid in the administration of an evaluation process which is fair to both parties. 2. Formulate a new approach to the teacher evaluation process that would incorporate those things that the majority of teachers feel would be most beneficial. Since teachers are the people who are being evaluated, to include those things that they feel are most beneficial would add a positive aspect to the entire structure of the evaluation process. 3. Study the impact of negotiations on the process of teacher evaluation. Situational aspects of the teachers' job such as class size, length of teachers' work day, size and location of the classroom, availability of classroom supplies, et cetera should be taken into consideration when evaluating teachers. 4. Design graduate courses in education that place greater emphasis on the evaluation of teaching. Discussions of the issues would aid administrators and teachers to establish a more viable solution to the problem of teacher evaluation. 5. Determine and analyze the perceptions of administrators concerning the teacher evaluation process. Research done to determine the perceptions of administrators concerning the teacher evaluation process, compared with the research that has been done to reveal the perceptions of teachers concerning the teacher evaluation process can enhance the chances of developing an evaluation process which will be acceptable to both groups. The teacher evaluation process must be personally useful to each teacher if it is to improve the quality of teacher performance and student achievement. It will also reward the competent, improve the promising, and rechannel the energies of those that are not performing at an acceptable level into fields of endeavor other than the field of education.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11674
- Subject Headings
- Teachers--Rating of--Florida--Palm Beach County
- Format
- Document (PDF)
- Title
- The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
- Creator
- Helmick, Robert William, Florida Atlantic University, Hunt, John J.
- Abstract/Description
-
The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12400
- Subject Headings
- Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
- Format
- Document (PDF)
- Title
- Comparison of perceptions of private school administrators and teachers on selected methods of teacher evaluation.
- Creator
- Manasseh, Nancy Marie., Florida Atlantic University, Gray, Mary B.
- Abstract/Description
-
Sound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions...
Show moreSound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions of evaluation methods are important since their views can influence the methods they accept. Teachers' perceptions of evaluation methods are important since their views influence their levels of support for the total system. The sample of this study consisted of personnel from private schools in Broward and Palm Beach Counties accredited by the Florida Council of Independent Schools. These educators expressed their opinion of nine selected methods of assessment of teaching effectiveness. A survey was taken of the perceptions of the two groups. Each administrator and teacher was asked to rate the level of agreement of how accurate she/he believed the method of evaluation was in assessing the effectiveness of teaching. Teachers and administrators were divided into independent groups by the variable "position." Data analysis was done to reflect differences in the attitudes of teachers and administrators toward certain methods of evaluation. A.05 alpha level of significance was used. Responses to the survey indicated that respondents were essentially neutral. The average response among the administrators and teachers tended to be close to three on a 1 (strongly agree) to 5 (strongly disagree) scale. This reflected the level of agreement or disagreement on the accuracy of each method as an assessment tool of effective teaching for all items on the questionnaire. An independent samples t-test was used to compare means of each variable across the independent groups. Results indicated that the null hypotheses, which stated that there were no significant differences in the way each group perceived nine selected methods of teacher evaluation (p >.05), could not be rejected. Suggestions for future research include a replication of this study using a larger sample as well as including the variables of gender, experience, and grade level. Implementation of inservice workshops that prepare private school administrators to evaluate teachers is also recommended. Such programs would improve the evaluation skills of administrators. Teacher participation in the development of an evaluation program in the private school system is also recommended. This study also showed that 5.9% of the teacher sample were never evaluated. Another 28.4% were evaluated only once a year. This investigation further demonstrated the fact that 17.6% of the teacher sample were not certified to teach and 1% did not have a college degree.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/12460
- Subject Headings
- Teachers--Rating of--Florida, Teaching--Florida--Evaluation, Teacher-administrator relationships, Private schools--Florida
- Format
- Document (PDF)
