University of Illinois Urbana-Champaign

A study of the Illinois Administrators' Academy session on teacher observation based on principals' perceptions

Wemlinger, John Charles

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Description

Title
A study of the Illinois Administrators' Academy session on teacher observation based on principals' perceptions
Author(s)
Wemlinger, John Charles
Issue Date
1991
Doctoral Committee Chair(s)
McGreal, Thomas L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Language
eng
Abstract
  • This study examined the effectiveness of the first Illinois Administrators' Academy on teacher observation, which was a 24 hour workshop required of all administrators who evaluated certified school district employees. Effectiveness was based on principals' perceptions of the Academy compared to recommended inservice practice and perceptions of Academy outcomes compared to anticipated outcomes.
  • Systems theory guided this study. The primary research instrument was a mail survey developed for the study. Descriptive statistical analysis was used to examine principals' perceptions of: (a) the congruence of the applied academy model with effective inservice practices identified in the literature, and (b) perceptions of training outcomes compared to academy goals.
  • Data analysis revealed that some recommended inservice practices were followed and some were not followed, suggesting that all inservice variables may not all apply to administrative inservice or that at least they have differential effects. Data analysis also revealed that most of the anticipated outcomes of the Academy workshop were met, although this may not have been as the result of attending the Academy. Principals generally agreed that the Academy was worthwhile.
  • Principals were also asked to rate their knowledge of teacher observation prior to the Academy inservice. This prior knowledge variable was related to several outcome variables, indicating that: (a) principals were more likely to perceive benefits from the Academy when they rated their prior knowledge higher, and (b) a prior knowledge rating may be useful as a pretest measure.
Type of Resource
text
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http://hdl.handle.net/2142/20683
Copyright and License Information
Copyright 1991 Wemlinger, John Charles

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