An Organizational Analysis of Multiple Perspectives of Effective Teaching: Implications for Teacher Evaluation

Author: JOHNSON JR. B.L.¹

Source: Journal of Personnel Evaluation in Education, Volume 11, Number 1, April 1997 , pp. 69-87(19)

Publisher: Springer

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Abstract:

This study explores conceptions of effective teaching held across various roles within the school organization and discusses the implications of these for teacher-evaluation policy. Using concepts from the organizational theory literature to guide the investigation—technology; and task conceptions—a qualitative design was used to generate and analyze study data. The roles examined include that of teacher, principal, and board member. Data suggest that the constellation of descriptors across these roles varies in terms of complexity and focus. Since the presence of these competing conceptions creates the potential for organizational conflict, it is argued that the successful evaluation system will not only be characterized by that which is technically feasible, but that which is politically viable.

Language: English

Document Type: Regular paper

Affiliations: 1: Department of Educational Administration University of Utah 339 Milton Bennion Hall Salt Lake City Utah 84112

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