Practices and Attitudes of Iowa High School Principals Regarding Teacher Evaluation Criteria

Abstract

The purpose of the study was first to identify criteria for a teacher evaluation program. Criteria were identified as being important ingredients in a teacher evaluation program. The criteria were incorporated into a questionnaire that was sent out to a representative simple [sic] of 228 high school principals in the State of Iowa. The next major function of the study was to see if high school principals were following the criteria identified in the questionnaire. The last major function of the study was to determine the degree of importance the principals put on the criteria, regardless of their practice. The results of the study indicate that a majority of Iowa high school principals are practicing the criteria that were indicated on the questionnaire. Twenty out of 26 teacher evaluation criteria received a majority of principals indicating that they were following the practice. A majority of principals indicated that 22 of the 26 criteria were either very important or moderately important. In addition, the study indicated that regardless of the size of the high school, there are similarities in the teacher evaluation programs of all schools. The study is recommended to be used by administrators who are developing a teacher evaluation program, as it identifies evaluation criteria, as well as the importance of the criteria. The study also recommends that administrators make teacher evaluation a top priority in their school district, and make the improvement of the instructional performance of the teacher the main goal of the teacher evaluation program.