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Teacher evaluation and school climate

Author: Bruce L Wilson; Gary Natriello; Educational Resources Information Center (U.S.)
Publisher: [Philadelphia, Pa.] : Research for Better Schools ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1989]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
Could the establishment of extensive teacher-evaluation practices prove counterproductive if effective school climates are not created and maintained? This paper attempts to answer this general question by investigating two more specific questions: (1) Is there an inherent conflict between the activities associated with teacher evaluation and those elements typically associated with good workplace climate? And (2)  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Bruce L Wilson; Gary Natriello; Educational Resources Information Center (U.S.)
OCLC Number: 32657545
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 95-0328-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1995]. 1 microfiche.
Description: 1 volume
Responsibility: Bruce Wilson, Gary Natriello.

Abstract:

Could the establishment of extensive teacher-evaluation practices prove counterproductive if effective school climates are not created and maintained? This paper attempts to answer this general question by investigating two more specific questions: (1) Is there an inherent conflict between the activities associated with teacher evaluation and those elements typically associated with good workplace climate? And (2) What activities associated with evaluations and what elements of good climate lead to evaluation systems that are useful to teachers? Methodology involved analysis of data from 102 schools that participated in the School Assessment Survey (sas), which used teachers' perceptions to measure key organizational characteristics of a school. Bivariate correlations and multiple regression analysis were used to analyze the relationship among five key dimensions of school climate--evaluation, influence, goal consensus, leadership, and communication. The four elements of evaluation (task assignment, criteria setting, sampling, and feedback) and two outcomes of the evaluation process (soundness and utility) were also analyzed. Findings indicate that there appears to be no inherent conflict between the activities associated with the evaluation of teachers and good workplace climate. Second, the key evaluation activities that promote the perceived soundness and utility of the evaluation process appear to be criteria setting, feedback, and facilitative leadership. One figure and two tables are included. (Lmi).

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