Teachers' perceptions of current evaluation practices in three rural school districts in Mississippi
This study focused on the perceptions of teachers on current evaluation practices in three rural school districts in Mississippi. This study included 262 teachers from three participating school districts. It is important to note that each district had different forms of teacher evaluation programs in place, although some similarities between the districts did exist. The focus of this study was to determine whether or not teachers' perceptions differed regarding evaluation effectiveness, desire to change their current evaluation program, between male and female teachers, the qualifications needed by administrators to evaluate teachers, and the willingness to implement alternative forms of teacher evaluation in their district. Significant findings were determined in this study and revealed that districts that tend to focus on traditional methods of evaluation, such as classroom observations, versus districts that institute more nontraditional means, such as portfolios, self-evaluation, and peer evaluation, tend to rate higher in teacher satisfaction and perceptions of effectiveness.