An examination of the criteria of teacher evaluation employed by district superintendents of schools in Newfoundland

• Main Author: Farrell, Reginald Aloysius
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1973
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/7210/; https://research.library.mun.ca/7210/1/Farrell_ReginaldAloysius.pdf; https://research.library.mun.ca/7210/3/Farrell_ReginaldAloysius.pdf

This study was conducted in order to examine the criteria of evaluation employed by Newfoundland district superintendents when evaluating teachers for (a) teacher competence, and (b) promotion to an administrative position. -- The instrument consisted of two sections: a personal and school district questionnaire, and two teacher evaluation questionnaires. The latter section contained the same thirty criteria, evenly distributed into Mitzel’s three categories of presage, process and product, for each evaluative situation. Each criterion was scored on a four point scale. The instrument provided space for superintendents to include additional criteria which they employ for each evaluative situation, as well as to express their comments on the study. The instrument was mailed to all Newfoundland district superintendents, and 94 per cent responded. -- The statistical procedures utilized included frequency counts to place criteria in rank order to determine whether or not a common body of criteria was employed in each evaluative situation; the ranking of all thirty criteria for both evaluative situations to enable comparisons to be made between each criterion and the evaluative situations; the use of Pearson’s contingency coefficients to ascertain whether or not the emphasis placed upon the particular criteria changed with the evaluative situation; a factor analysis to see if criteria tended to cluster into Mitzel’s categories of presage, process and product, chi square tests to ascertain whether or not significant differences existed in the responses according to the five personal and school district variables; and the ranking according to weighted scores of additional criteria employed by superintendents but not listed on the instrument. -- Analysis of the data revealed tat superintendents employed a common body of criteria in each evaluative situation. The emphasis placed upon most of the criteria changed with the evaluative situation. Process criteria were emphasized when evaluation teacher competence, and presage ...