THE PURPOSES, PROCESSES, AND METHODS OF EVALUATING TEACHER INSERVICE PROGRAMS IN SELECTED SECONDARY SCHOOLS IN NEBRASKA AND IOWA

The purpose of this study was to investigate the purposes, processes, and methods of evaluation teacher inservice programs as they were presently practiced, and should be practiced, as perceived by central office administrators, principals, and teachers in selected secondary schools in Nebraska and Iowa. The research questions asked in the study were: (1) Is there a significant difference in perceptions among central office administrators, principals, and teachers as to the purposes of teacher inservice education in terms of knowledge, skills, and goals that are presently practiced and should be practiced in secondary schools in Nebraska and Iowa? (2) Is there a significant difference in perceptions among central office administrators, principals, and teachers as to the processes of teacher inservice education in terms of involvement, flexibility, individual or groups needs, and commitment that are presently practiced and should be practiced in secondary schools in Nebraska and Iowa? (3) Is there a significant difference in perceptions among central office administrators, principals, and teachers as to the methods of evaluating teacher inservice education in terms of objectives identified and measured, how inservice programs are evaluated, and what is evaluated as it is presently practiced and should be practiced in secondary schools in Nebraska and Iowa? The central office administrator, principal, and a random sample of teachers from fifty-two secondary schools in Nebraska and Iowa were surveyed concerning teacher inservice education. Two questionnaires were utilized to determine the perceptions of three position groups on what is practiced and should be practiced as it relates to teacher inservice education. The data were analyzed as to what is practiced and what should be practiced in terms of purposes, processes, and methods of evaluating teacher inservice programs. A difference in perceptions was made within and between the three position groups of central office administrators, principals, and teachers. The statistical treatment of the data utilized a series of one-way analyses of variance with the Scheffe post-hoc analysis tests to determine significant differences. An analysis of mean scores was employed to determine the difference in perceptions between the two extreme position groups as it related to what is practiced and what should be practiced. Determination of significance was made at the .05 alpha level. Conclusions. (1) Teacher inservice education in the secondary schools needs to be improved because many of the dimensions identified in the literature and the data in this study were not being practiced. (2) Central office administrators, principals, and teachers perceived that greater attention should be given to the purposes, processes, and evaluation in the development of teacher inservice education programs. (3) Those inservice programs which incorporate a comprehensive needs assessment to determine individual needs will be the most successful. (4) Those inservice programs which give teachers decision-making responsibilities in the planning and implementation process will be the most successful as perceived by teachers. (5) Those inservice programs which provide teacher incentives and time in the planning and implementation process will be the most successful as viewed by teachers. (6) Teacher and administrator collaboration in the planning, implementation, and evaluation of teacher inservice education will enhance the success of the program. (7) Most teacher inservice programs lack a well-planned means of effective communication. (8) Secondary schools having administrators who can provide the leadership and who possess skills in defining and communicating district goals and objectives will have the more successful teacher inservice programs