Date of Award
3-1-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Christopher Jenkins, Ph.D.
Second Advisor
Wanda F. Fernandopulle, Ed.D.
Third Advisor
Brandy Kamm, Ph.D.
Abstract
The purpose of this study was to compare perceptions of elementary principals and teachers in the state of Michigan regarding the quality and accuracy of performance evaluation ratings. Since evaluation reforms were enacted in 2011, student achievement has declined in the state. However, 98% of Michigan teachers are rated effective or highly effective on their annual performance evaluations. The sample of 104 principals and 80 teachers in public elementary schools in Michigan completed complementary surveys to measure perceptions of quality and accuracy of annual performance evaluations, as well as the use of teacher evaluations. Survey results indicated a statistically significant difference regarding quality of teacher evaluations, with principals having more positive perceptions than teachers. A general agreement was found between principals and teachers regarding the accuracy of evaluation ratings. Principal’s perceptions were generally more favorable than teachers regarding the use of teacher evaluations for recommending professional development, teacher retention, teacher tenure, and teacher dismissal. Although evaluative feedback is used to identify strengths and weaknesses and make recommendations regarding professional development to correct weaknesses, some teachers may feel that this use of evaluation ratings is not appropriate. Findings suggested that teachers also may perceive that evaluation ratings should not be used to make personnel decisions, while principals might have perceived that teacher performance should be an important consideration in making retention decisions regarding a teacher. Further research is needed to determine if middle and high school principals and teachers have similar perceptions.