A Compariosn of the Attitudes of Iowa High School Teachers and Principals Toward Teacher Evaluation and the Purposes of Teacher Evaluation

Abstract

The Problem: This study had two purposes, (1) to compare the attitudes of Iowa high school teachers and principals toward teacher evaluation and (2) to identify what high school teachers and principals believe the primary purpose of teacher evaluation should be. Procedures: The population included all high school principals and teachers in Iowa. A sample population of 137 principals and four teachers in each of their buildings was selected using a stratified random sampling technique. Each subject was asked to respond to a questionnaire which measured their level of agreement with twelve statements addressing attitudes toward teacher evaluation and the purposes of teacher evaluation. The questionnaire was to used to determine if high school teachers and principals believe the primary purpose of teacher evaluation should be to improve teacher performance. Frequency distribution statistics were used to compare the responses of teachers and principals to each item. The probability of job category influencing responses to the questionnaire was determined by using the likelihood chi-square test. Conclusions: Teachers and principals agreed that the primary purpose of teacher evaluation should be to improve teacher performance, that the teacher evaluation process should not be used to determine salary level and/or pay increases, and that teacher evaluation is essential for the professional growth of teachers. Recommendations: Additional studies should focus on a number of independent variables that could effect teachers' and principals' attitudes toward teacher evaluation.