Organizational Linkages Between Performance Evaluation and Staff Development: A Case Study of Paris High School (Illinois)
Frongillo, Mary Catherine
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https://hdl.handle.net/2142/69101
Description
Title
Organizational Linkages Between Performance Evaluation and Staff Development: A Case Study of Paris High School (Illinois)
Author(s)
Frongillo, Mary Catherine
Issue Date
1987
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Abstract
School improvement, as it is influenced by the presence of qualified and effective teachers in the public schools, is impacted by the performance evaluation of teachers and staff development programming in a district. Despite the many technological advances in teacher evaluation and staff development in recent years, traditional methods continue to be used in the vast majority of our nation's schools. The purpose of this study was to provide a clearer understanding of the link between the processes of performance evaluation and staff development through an in-depth study of one school organization.
A case study approach, based on the principles of naturalistic inquiry, was chosen as the primary research strategy for this study. A small central Illinois high school, in which no particular model of teacher evaluation or staff development exists, was selected as the case study site. Detailed descriptions of the host city and school district, formulated through document analysis, observations, a staff questionnaire, and individual interviews, provide the context within which the processes of performance evaluation and staff development have been examined.
Results of this study have shown that in a school, in which there exists a strong informal network of veteran staff and a high rate of administrator turnover, individual and organizational changes are bounded by those standards and norms for performance established by the teachers themselves. Any linkages between the processes of performance evaluation and staff development are embedded within the informal teacher network. Rather than emphasizing the wholesale adoption of reform packages or models, future studies of school improvement need to consider the ongoing relationships within school organizations that contribute to the maintenance and development of our overall educational system.
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