The relationship between self-evaluation of teaching effectiveness and administrator evaluation of teaching effectiveness as measured by a state-adopted instrument
When teacher effectiveness and instructional accountability were being questioned, as they continue to be, in the mid-1980s, the state of Mississippi searched for and found an acceptable evaluation model from the state of Georgia. Prior to 1986, when the Mississippi Teacher Assessment Instrument (MTAI) was adopted and implemented, school districts in the state evaluated teachers with locally developed evaluation instruments. The design and content of such instruments varied widely and permitted little, if any, data to be collected and analyzed by the Mississippi Department of Education. The general purpose of this study is to determine if self-perceived teacher effectiveness is congruent with teacher effectiveness as measured by three areas, Teaching Plans and Materials, Position Skills, and Interpersonal Skills, of the Mississippi Teacher Assessment Instrument. The ultimate goal is to provide data concerning the process of evaluation and how it may be made more efficient to the Mississippi Department of Education and school administrators state-wide. The study provided a review of the literature related to self-appraisal and the Mississippi Teacher Assessment Instrument. To measure teacher self-perceptions, teachers from two Mississippi gulf coast school districts were surveyed using the Career Teachers Competencies Rating which measured the 14 competencies identified in the Mississippi Teacher Assessment Instrument. Their administrator used the same instrument to rate the teachers. The study investigated teaching effectiveness as measured by teacher self-appraisal and administrator evaluation on the variables of race, gender, years of teaching experience, area of certification, level of certification, and grade level. The analysis of data pertaining to the testing of the hypotheses is presented. There were significant differences between self-perceived and measured effectiveness in the area of Teaching Plans and Materials, by race in the area of Position Skills, by gender in the area of Interpersonal Skills, and by grade level in the areas of Teaching Plans and Materials and Position Skills. No significant differences between the remaining criterion variables was demonstrated. Conclusions from analysis of data indicated that the evaluation of career teachers using the Mississippi Teacher Assessment Instrument does not discriminate between levels of teacher effectiveness. The majority of teachers in this study were rated at extremely high levels by both teachers and administrators. This dissertation presents a discussion related to the results of the study. In consideration of the study's findings, recommendations for future research are included.