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WHDL - 00016148

Idaho’s teacher evaluation model: As a motivator for novice, intermediate, and experienced kindergarten through sixth grade elementary teachers in Idaho to improve their professional practice

Tiffnee Hurst

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Description / Abstract

A mixed-methods study was conducted to investigate Idaho’s elementary school teachers’ perceptions of the Idaho Evaluation Model as a motivator for teachers to improve their instructional practice, and to determine if teachers’ experience level impacts these perceptions. The quantitative data was obtained from 157 Idaho kindergarten through sixth-grade teachers who participated in the Teacher Evaluation Profile (TEP) Likert-scale survey. The qualitative data was collected through semi-structured interviews with 14 teachers who had also participated in the TEP survey. The results of the study showed the importance of quality feedback during the evaluation process to motivate teachers to improve their professional practice. Concerns regarding feedback included the amount of formal and informal feedback, the suggestions and ideas provided, and the need for evaluators to have knowledge of teaching and the teacher's subject area. The examination of artifacts contributed to a second finding. Some participants were concerned about the time required to compile a teacher portfolio and the short amount of time the evaluator spent reviewing the portfolio's contents. The participants’ perceptions of their character traits and those of their evaluators was an area that was strong on the survey. Some participants also saw student growth scores as being a motivator, especially when the teachers were able to choose the student growth goal. Two correlations (Spearman rho) were conducted to determine if there was a relationship between the experience level of the teachers and the impact Idaho's teacher evaluations had on helping them improve their professional practice and the overall quality of their most recent evaluation. There was a very weak, though significant, negative correlation between the level of experience and the perception of the impact of evaluations on improving teachers’ professional development. There was no statistically significant correlation between the teachers’ experience level and the participants’ perceptions of the quality of Idaho’s Evaluation Model.

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KeywordsTeacher motivation, Idaho evaluation model, Professional practice, Vroom’s Theory of Motivation

Degree AwardedDoctor of Philosophy in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersDebra Webb, Scott Ziegler, Heidi Curtis

Supervisor or ChairDennis Cartwright

Peer Reviewed?No

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