North Carolina K-5 principals' perceptions of the teacher performance appraisal instrument

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mary Hobgood Lamm (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Dale L. Brubaker

Abstract: The purpose of this study was to investigate the perceptions of North Carolina's K-5 public school principals regarding the Teacher Performance Appraisal Instrument, with particular emphasis on whether it is viewed as being a reliable method for discriminating between teachers "at or above standard" and those "below standard". Since July, 1987, all school systems in North Carolina have been required to evaluate teachers using the Teacher Performance Appraisal Instrument (TPAI). A systematic sampling of 316 K-5 public school principals in North Carolina provided the data through responses to a survey. The survey collected information on school and principal demographics, solicited information on seven open-ended questions pertaining to principals' use of the TPAI, and listed the 38 observable practices on the TPAI. Principals were asked to read and rate the 38 observable practices twice; once to indicate the degree to which a specific item allowed them to differentiate between teachers who were "at or above standard" and those "below standard", and once to indicate the degree of importance of the item in evaluating teachers who were "at or above standard" and "below standard".

Additional Information

Language: English
Date: 1990
Elementary school teachers $z North Carolina $x Rating of
Elementary school principals $z North Carolina $x Attitudes

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