Experiences with Collaborative Supervision and Perceptions of Teacher Evaluations
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2010-07
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Masters of Education
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Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine whether a teacher‘s experience with collaborative supervisory techniques would affect the teacher‘s perception of the current teacher evaluation process. This was a correlational study in which a random purposeful sample of high school English teachers was surveyed concerning their experience with specific collaborative and traditional supervisory techniques, their perceptions of the effectiveness of the specific techniques, and their overall satisfaction with the current teacher evaluation process. Analysis of the data focused on relationships between demographical data, the experience with the two types of supervisory practices, the perceived helpfulness, and the satisfaction with the teacher evaluation process. Results from the survey indicate that there is a significant positive correlation between experience with traditional supervisory techniques, the perception of helpfulness of these techniques, and satisfaction with the current teaching evaluation process. Given the relatively narrow random sampling and the limitations of the measurement tool, particularly in regard to satisfaction, this research should be conducted again with a larger and broader sampling using a revised and expanded survey tool.