Levels of acceptance of a teacher evaluation system based on Elliot Eisner's Educational Criticism and Connoisseurship model

Sharon Elizabeth Crecink

Abstract

The purpose of the present study was to determine the levels of acceptance of secondary administrators and teachers of a teacher evaluation system based on Elliot Eisner's Educational Criticism and Connoisseurship model. The relationship between those levels of acceptance and the variables of years of classroom experience, major subject area, and the ratio of numbers of administrators and teachers was measured. Thirty-nine administrators and 201 teachers, randomly selected from schools in Mississippi, responded to the questionnaire in this study. An instrument, the Artistic Evaluation Acceptance Scale, was developed to conduct the study. The questionnaire represented three subscales: (1) the role of the evaluator, (2) the use of the evaluation, and (3) the pretraining involved with implementing an evaluation. A pilot study was conducted to determine the reliability of the instrument. Canonical correlation analysis was used for the analysis of data. The results indicated that the levels of acceptance are related to the pre-training of the administrators and teachers and the ratio of the numbers of administrators and teachers. Implications for further study would include investigations for evaluations for administrators and non-teaching staff. Also, an investigation could be replicated using groups such as school board members, central office administrators, and state department officials. A broader section of the state administrators and teachers could present additional relationships withing the data.