Perceptions of administrators and instructors concerning instructor evaluations at military technical schools
The purpose of this study was to compare the perceptions of school administrators and technical instructors concerning scheduled instructor evaluations working in military technical schools. The dependent variables were the purposes, methods, and effectiveness of the evaluation process. The independent variables were level of years of education, time in current position, and time in service (professional characteristics). The participants in the study included 373 educators working in an Air Force Training Group. 338 technical instructors and 38 school administrators completed their respective survey instruments during the month of September 2003. The results of the survey revealed the following: (a) overall, school administrators thought more highly of the purposes and effectiveness of the Air Force instructor evaluation process than did the technical instructors; (b) overall, both school administrators and technical instructors were positive on the methods of the Air Force instructor evaluation process; (c) overall, there were no significant differences in the perceptions of administrators and technical instructors relating to instructional improvement from professional characteristics (i.e., level of education, time in position, and time in service). The following recommendations for further study were made as a result of this study: (a) research focusing on the relationship between instructor evaluation results and professional development activities; (b) research focusing on the relationship between instructor evaluation and instructor accountability; (c) research focusing on the congruence in the evaluation practices between the school administrators and technical instructors; (d) research focusing on the perceptions of school administrators and the 281-evaluation guide; and (e) research focusing on the perceptions of technical instructors and the 281-evaluation guide.