The purpose of this study was to investigate the perceptions held by building administrators and teachers of the evaluation system being used in the Vancouver (Wash.) School District. Through the administration of separate questionnaires for building administrators and teachers, research was conducted to determine if significant differences existed among groups of teachers, among groups of building-level administrators, and among building-level administrators and teachers. The population of the

more »

... study consisted of 235 randomly selected teachers from kindergarten through high school and 29 building-level administrators. Two different questionnaires were administered, one to teachers and one to building administrators, to determine the sample's perceptions of the current evaluation system being used in the Vancouver School District. Results of the questionnaires were examined based upon the categories of evaluator quality: comfort with evaluator; frequency of classroom visitations; evaluation procedural points; and utilization of evaluation results. Data within the building administrator group were examined through Chi Square, as also were comparative data between the building administrator and teacher groups. Data within the teacher group were examined both through Chi Square and through MANOVA and ANOVA ptatistical analysis. 2 The results of the study indicated that teacher grade level may have a significant impact upon a teacher's perception of the evaluation process, but gender, age and teaching experience may not significantly impact teacher perceptions. The data further showed that grade level may not be significant in building administrator perceptions. In regards to comparing teacher and building administrator perceptions, it was found that these two groups may have different perceptions of a teacher evaluation system and process. Recommendations for improvements in the evaluation system for the school district are included. These same recommendations may also be appropriate for other school districts as well. Other districts are encouraged to review their evaluation process in a similar manner to determine its perceived effectiveness by the practitioners that use it. 3 ACKNOWLEDGEMENTS This dissertation is the culmination of a special area of interest of mine for the past fourteen years that I have been a school administrator. Were it not for the assistance, guidance and motivation of others, this document would not have been possible. I wish to thank the Vancouver School District and its employees, both for permission to conduct the research with its staff, and for the cooperation of those who were selected to participate in the study. I wish to especially thank Mr. Allen Smith for his computer work and data analysis. I would like to express appreciation to the members of my committee, Dr.