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Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District

Stegall, John E., Jr.
http://orcid.org/0000-0001-7643-5535
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249

Abstract Details

2018, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Urban Educational Leadership.
This qualitative interview, group level assessment methodology-based, and self-reflection study examined the phenomenon of teacher evaluation from the perspectives of teachers within a local school district serving several suburban communities situated in the metropolitan area of Cincinnati, Ohio, as well as from the professional perspective of the researcher. The rationale for this research study came about as a response to the emergent trend in the United States of implementing of new professional performance evaluation systems within K-12 public education focused on teachers. Absent from the development of these new professional performance evaluation systems was the presence of teacher voice within their development. Research study findings consistent across a review of the literature, thematic analysis of two rounds of interviews of eight teachers, followed by a group level assessment activity with two teachers, and a self-reflection by the author of this research study suggested central themes associated with teacher voice consisting of Teacher Perceptions of Evaluation, Evaluation Validity and Reliability, and The Role of Mentoring in the Context of Evaluation. The implications of these themes suggest several potential areas for additional inquiry and action on local as well as state policy fronts. These include providing additional balance and support for the principal as evaluator and instructional leader, improving alignment between evaluators’ professional backgrounds and the teachers they evaluate, expanding mentoring and related support for teachers, promoting greater awareness of inequities within professional relationships and practice, and focusing political action and advocacy to give teachers voice within current and future professional performance evaluation policy decisions.
Miriam Raider-Roth, Ed.D. (Committee Chair)
Mary Brydon-Miller, Ph.D. (Committee Member)
William Gary Pack, Ed.D. (Committee Member)
Constance Kendall Theado, Ph.D. (Committee Member)
Vicki Plano Clark, Ph.D. (Committee Member)
177 p.
Educational Evaluation
teacher evaluation; interviews; group level assessment; self-reflection; qualitative; k12

Recommended Citations

Citations

  • Stegall, Jr., J. E. (2018). Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249

    APA Style (7th edition)

  • Stegall, Jr., John. Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249.

    MLA Style (8th edition)

  • Stegall, Jr., John. "Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249

    Chicago Manual of Style (17th edition)

ucin1543585882649249
421
© 2018, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.