Teacher Attitudes Toward the Professional Evaluation Process

This study identified teacher attitudes toward the professional evaluation process as preparation for moving from the current traditional process toward a more authentic process. The descriptive study utilized survey methodology. The Teacher Evaluation Survey, developed by the researcher, was administered along with a demographic data sheet to a stratified random sample of 475 public school teachers in the Sullivan County Tennessee school system. A 60% return rate was obtained. Analysis of the data, collected to answer the five research questions and ten hypotheses, revealed the following: Teachers feel that the current evaluation process closely resembles a competency-based process and that the ideal process is more authentic in nature. Significant differences in teachers\u27 attitudes toward the two processes were noted for all survey items except one. Teachers did not agree with using student test scores as a source of data for evaluation in either process. Recommendations were made to alter the current process to include a portfolio. Additionally, a rubric for evaluating the portfolio would need to be developed for the system. Practical examples of portfolios should be presented to administrators and teachers as models. School Administrators as well as teachers should participate in professional development to help them learn methods and advantages of personal reflection as it relates to professional growth. Establishment of an ongoing dialogue between school leaders and teachers was recommended to foster a more professional atmosphere and to attempt to make evaluation a process that continually grows and changes along with those whom it evaluates