An investigation of research-based teaching practices through the teacher evaluations in Indiana public schools

Abstract

The purpose of this study was to identify if a rela tionship existed between the implementation of professional evaluation processes and the use of re search-based teaching practices, factoring in both perceptions of principals and practicing teach ers. The variables of professional development on the evaluation model and the princip al’s years of experience, degrees contained, and types of degrees were factored into the analysi s. For this study, principals were surveyed to identify the teacher evaluation model used in the s chool along with professional development, years of experience, degrees, and types of degrees. In addition, the principals identified the use of research-based teaching practices in the school, prior to and after implementation of the teacher evaluation model. Teachers within the eval uation model were surveyed to ascertain the use of research-based teaching practices, prior to and after implementation of the model within their schools. Through the principal and teacher s urveys, the following questions were researched. Is there a significant difference in p rincipals’ perceptions regarding the use of research-based teaching practices prior to and afte r implementation of different teacher evaluation models? Are there are any differences r eflected among the models? Is there a significant difference in teachers’ perceptions reg arding the use of research-based teaching practices prior to and after implementation of diff erent teacher evaluation models? Are any differences reflected among models? Is there a rel ationship between principal and teacher perceptions regarding the use of research-based tea ching practices prior to and after implementation of different teacher evaluation mode ls? Are any relationships more significant in some models than others? Do principal variables of professional development, years of experience, degrees, and type of degrees predict pr incipal perceptions regarding the use of research-based teaching practices of different eval uation models? Based on the findings, this study determined a relationship existed between pri ncipals’ and teachers’ perceived use of research-based teaching practices after the impleme ntation of the teacher evaluation model. However, statistically significant differences did not exist in the principals’ and teachers’ perceptions in the use of research-based teaching p ractices after implementation of the teacher evaluation models. The principal variables of prof essional development, years of experience, degrees, and types of degrees were not predictors i n the perceived use of research-based teaching practices prior to and after implementation of eith er category of teacher evaluation model of RISE Evaluation and Development System or adopted m odels.