Doctor of Education (Ed.D.)
James H. Stronge
The major purpose of this study was to assess the presence of evaluation system components which assist principals in responding to teachers with less than satisfactory performance. Research data were used to determine the relationship between specific teacher evaluation system components and two measures of evaluation system effectiveness: (a) the principal's overall effectiveness rating of the evaluation system and (b) the incidence of administrative response to teacher incompetence. Administrative response included remediation, reassignment, inducement to retire or resign, and recommendation for dismissal of teachers. A questionnaire was employed to collect data from a randomly selected sample of principals in Virginia's public schools.;According to Virginia principals, 5% of the teachers in their schools were incompetent; however, only 2.65% were documented formally as being incompetent. The typical principal with a staff of 100 teachers, identified 1.53 incompetent tenured teachers per year and remediated.68 teacher, encouraged.37 teacher to resign/retire, reassigned.29 teacher, and recommended dismissal for.10 teacher.;Principals verified the importance and presence of the evaluation system components identified in the study. The mean effectiveness rating for the evaluation systems used by the principals, however, indicated only moderate support for the ability of the system to respond to incompetent teachers. The four evaluation system components of remedial procedures, evaluation criteria, evaluator training, and organizational commitment were found to predict 69% of the variance in the effectiveness rating, but none of the evaluation system components were found to predict administrative response to incompetence.
© The Author
Tucker, Pamela DuPriest, "Administrative response to teacher incompetence: The role of teacher evaluation systems" (1997). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618396.