Correlation of the ratings given by administrators, teachers, teachers' peers and students on teaching effectiveness

• Main Author: Tocmo, Mary Leonie
• Format: text
• Language: English
• Published: Animo Repository 1980
• Subjects: Teachers > Rating of; Effective teaching; Educational Administration and Supervision
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/728
• Institution: De La Salle University

This study examines the correlation of the ratings on teachers' efficiency as perceived by the students with the ratings of administrators, the teachers themselves, and their peers. The study made use of the descriptive-survey method of research. The data were gathered with the use of a questionnaire on Teaching Effectiveness answered by 2 administrators, 15 full-time teachers and 200 students from the four year levels. Fifty students from each year level were picked out through randomized sampling from 587 total student population. Four specific technical approaches were used, namely: Spearman Rank Correlation Coefficient, Kendall's Coefficient of Concordance, t-test and Wilcoxon Matched-Pairs Signed-Ranks Test. From the findings of the study, the following conclusions are drawn: 1. That a high relationship exists between the students' ratings and the administrators' ratings, between the students' ratings and the teachers' peers' ratings, and between the administrators' ratings and the teachers' peers' ratings. 2. That the four groups of evaluation are applying essentially the same standard in ranking the 15 full-time teachers. 3. That teachers tend to rate themselves high or low depending on their self-concept and their projection on how the evaluation results may affect them in their jobs. 4. That teachers apply a different set of criteria when evaluating their co-teachers from what they use in evaluating themselves. 5. That the four groups of evaluators are valuable sources of information on teaching effectiveness.