A Study of supervisor evaluation in Tennessee public school systems

Author

Judith Keeble Beaty

Date of Award

3-1983

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Curriculum and Instruction

Major Professor

Russell L. French

Committee Members

Clinton B. Allison, CHarles A. Chance, Gerald C. ubben

Abstract

The purpose of this study was two-fold. First, the study sought to assess the current status of the evaluation of supervisory personnel, K-12, in the state of Tennessee as perceived by teachers, building principals, central office administrators, and central office supervisors and to compare the perceptions of these four groups. Second, the study sought to determine what Tennessee educators perceived to be desirable supervisory personnel evaluation practices.

Data used in this study were collected by means of a questionnaire mailed to all superintendents and assistant superintendents for curriculum and instruction and to a stratified random sampling of teachers, principals, and central office supervisors in the public school systems of the state of Tennessee. The questionnaire was designed to gather information regarding perceptions of types and methods of supervisor evaluation, purposes and results, and strengths and weaknesses.

Three of the major findings of this study were:

1. Checklists were the most widely used instrument in supervisor evaluation, and a majority of respondents also thought checklists should be used. Other favored instruments and procedures were conferences and management by objectives (MBO).

2. The two most important purposes of supervisor evaluation were "promote personal growth and competence" and "to improve instruction."

3. More teachers than other respondent groups perceived that teachers and principals were involved in supervisor evaluation.

A few of the most important conclusions were:

1. Most findings concerning supervisor evaluation practices in Tennessee were supported by the literature.

2. Many current practices were similar to perceived ideal practices but there were some discrepancies.

3. Most Tennessee educators were satisfied with their systems' evaluation of supervisors.

4. Position of respondents and size of school district affected perceptions in many areas.

Recommended Citation

Beaty, Judith Keeble, "A Study of supervisor evaluation in Tennessee public school systems. " PhD diss., University of Tennessee, 1983.
https://trace.tennessee.edu/utk_graddiss/13003